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http://archive.org/details/annualcatalogueo190203191112fort 


CATALOGUE 


OF  THE 


Fort  Hays  Auxiliary 
State  Normal  School. 


FIRST  YEAR,  l902-'03. 


HAYS,  KANSAS. 


ANM'AL  CATALOGUE 


OFFICERS  AND  STUDENTS 


OF   THE 


FORT  HAYS  AUXILIARY 
STATE  NORMAL  SCHOOL. 


FIRST  YEAR-1902-,03. 


HAYS,  KANSAS. 
1903. 


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-1409/63—  Ml  Ill- 


Calendar  for  1903=  '04. 


1903. 

August  29 Saturday.  .  .  —  Free  Entrance  and  Final  Examinations: 

August  31 Monday  ....  —  First    Meeting  of    Classes    for    First   Ten 

Weeks. 

November  3 Thursday  . . .  )  _, 

„       •.       .                   r,  V  Free  Entrance  and  tinal  Examinations. 

November  6 Friday J 

November  6 Friday —  Close  of  First  Ten  weeks. 

November  9 Monday —  First  Meeting  of   Classes  for  Second   Ten 

Weeks. 

November  26 Thursday  . . .  )  m.       .      .  .       TT 

„          ,       «_                 „  \  Thanksgiving  Vacation. 

November  27 Friday \  s        B 

December  21 Thursday..  . .  1 

1904.  y  Holiday  Recess. 

January  3 Sunday j 

January  21 Thursday  ...),-,       -,   ,  _  „.     .  ^         . 

to-,                     a  r  Free  Entrance  and  Final  Examinations. 

January  22 *  riday ) 

January  22 Friday —  Close  of  Second  Ten  Weeks. 

January  25 Monday —First  Meeting  of    Classes  for   Third  Ten 

Weeks. 

March  24 Thursday  . . .  )  „       _   .  ,  _,.     ,  ^ 

-.       ,    __                        „  }  Free  Entrance  and  Final  Examinattons- 

March  2o Friday ) 

March  25 Friday —  Close  of  Third  Ten  Weeks. 

March  28 ;   Monday —  First  Meeting  of  Classes  for  Fourth  Ten 

Weeks. 

May  29  . .  Sunday 11 :  00  a.  m.  —  Baccalaureate  Address. 

May  31  . .  Tuesday..  .  .     9:30  a.  m.— Commencement  Exercises, 


Fort  Hays  Auxiliary  State  Normal  School. 


Board  of  Regents. 


Term  expires  in  1905. 

L.  B.  KELLOGG,  Esq Emporia. 

F.  J.  ALTSWAGER,  Esq Hutchinson. 

Supt.  GEO.  T.  CODDING Louisville. 

Term  expires  in  1907. 

SILVESTER  H.  DODGE,  Esq Beloit. 

E.  A.  ROSS,  Esq Burroak. 

Supt.  A.  H.  BUSHEY Pittsburg. 

Officers  of  the  Board. 

President E.  A.  Ross. 

Vice-president Geo.  T.  Coddinc 

Secretory L.  B .  Kellogg. 


First  Annual  Catalogue. 


Faculty. 


PRESIDENT. 

JASPER  N.  WILKINSON  (Illinois  Normal  University) 

PRINCIPAL. 

WILLIAM  S.  PICKEN  (Kansas  State  Normal  School) 

ASSISTANTS. 

ANNA  KELLER  (Kansas  State  Normal  School). 

DELLA  J.  SISLER*  (Kansas  State  Normal  School). 

ERNEST  B.  MATTHEWj  (Kansas  State  Normal  School). 

EMILY  GROSSER!  (Kansas  State  Normal  School). 

FRED  E.  LINDLEY.J 

FREDELLA  SCH WALLER.  J 

IDA  M.  SHAFFER.  J 

'Resigned.       f  Elected.        $  Part  time. 


6 


Fort  Hays  Auxiliary  State  Normal  School, 


First  Annual  Gatalogm  . 


Register  of  Students. 

June  1902      May  1903. 


GRADUATING. 

Note— Single  letters  indicate  the  Normal  class  for  those  who  are  not  graduating.    Th 
number  1  indicates  membership  in  special  class. 

Name.  Post-office  and  county. 

Lindley,  Fred  Ephraim, Portis,  Osborne. 

Schwaller,  Fredella, Hays,  Ellis. 

Shaffer,  Ida  Mae, Hays,  Ellis. 

NOT  GRADUATING. 

Arnhold,  Nicholas  Frederick  (A)    .       .       .       .  Victoria,  Ellis. 

Bahl,  Elizabeth  Matilda  (A) Hays,  Ellis. 

Basgall,  George  Joseph  (1) Hays,  Ellis. 

Basgall,  Catharine  Humilranna  (1)  Hays,  Ellis. 

Baumer,  Charles  Arthur  (A) Hays,  Ellis. 

Baumer,  Luella  Iona  (A)   .       .       .       .       .       .  Hays,  Ellis. 

Bice,  Aurilla  Ellen  (A) Plainville,  Rooks. 

Bice,  Claude  Francis  (A) Plainville,  Rooks. 

Bice,  Clayton  Carlette  (A) Plainville,  Rooks. 

Bice,  Clyde  Wisner  (A) Plainville,  Rooks. 

Bice,  Gertrude  Iona  (A) Plainville,  Rooks. 

Bice,  Lulu  May  (B) Plainville,  Rooks. 

Bolster,  Charles  Alma  (C) Gove,  Gove. 

Bratt,  Mignonne  Ethel  (1) Hays,  Ellis. 

Brosius,  Iona  (A) Hays,  Ellis. 

Brown,  Perry  Elmore  (1) Dorrance,  Russell. 

Brown,  Ruth  Adell  (1) Hays,  Ellis. 

Brumitt,  Cora  Martina  (B)       .       .  .       .  Hays,  Ellis. 

Brumitt,  Hannah  Ellen  (A) Hays,  Ellis. 

Clark,  Clara  Maude  (A) Hays,  Ellis. 

Close,  Harry  Higby  (1) Hays,  Ellis. 

Conboy,  Mabelle  Inez  (A) Hays,  Ellis. 

Connelly,  Walter  Eugene  (A) Colby,  Thomas. 

Cox,  Annie  Mary  (1) Hays,  Ellis. 

Davis,  Harry  Jefferson  (D) Mingo,  Thomas. 

Dazey,  Roy  (A) Hill  City,  Graham. 

Dinkel,  George  (1) Victoria,  Ellis. 

Dixon,  Blanche  (1)       ......       .  Hays,  Ellis. 

Eberly,  Leona  Lelah  (1) Selden,  Sheridan. 

Edwards,  Grace  Virginia  (A) Hampton,  Rush. 

Fitzpatrick,  Hugh  James  (1) Hays,  Ellis. 

Frank,  Peter  Matthew  (1)  r       .       .       .  Hays,  Ellis. 

Freese,  Alice  Lee  (C) Hays,  Ellis. 


8  Fort  Hays  Auxiliary  State  Normal  School. 

Name.  Post-office  and  county. 

Freese,  John  Howell  (1) Hays,  Ellis. 

Gardels,  Alma  Hilka  (1) Plainville,  Ellis. 

Gehman,  Wanda  Lydia  (A)      ..."  Hays,  Ellis. 

Glass,  Molly  (1) Ellis,  Trego. 

Gosser,  Pearl  Olive  (1) Hays,  Ellis. 

Griffith,  George  Brosius  (1) Hays,  Ellis. 

Haas,  Adam  Darius  (B) McCracken,  Rush. 

Havemann,  Alfred  (1) Hays,  Ellis. 

Hobbs,  Maude  May  (1) Turkville,  Ellis. 

Hubbard,  Clarence  Mannel  (1)  Luray,  Russell. 

Hubbard,  Winnie  Grace  (1) Luray,  Russell. 

Ise,  Hulda  (A) Downs,  Osborne. 

Johnson,  Christena  (A) Hays,  Ellis. 

Johnson,  George  (A)  Hays,  Ellis. 

Johnson,  Sophia  (1) Hays,  Ellis. 

Johnson,  Sophus  (A) Hays,  Ellis. 

Joslin,  Katie  Maud  (A) Hays,  Ellis. 

Joy,  Stephen  Arthur  (A) Hays,  Ellis. 

King,  Louella  Florence  (1) Turkville,  Ellis. 

Kinney,  Lila  Augusta  (B) Hays,  Ellis. 

Kohl,  Wilhelmina  Ida  (1) Hays,  Ellis. 

Kuhn,  John  Michael  (1) Hays,  Ellis. 

Leahy,  Elizabeth  Hortense  (B)  Hays,  Ellis. 

Lee,  Dollie  (D) Bison,  Rush. 

Lindley,  Thomas  (1) Portis,  Smith. 

Linnenberger,  Herman  (1) Victoria,  Ellis. 

Loreditsch,  Clara  (B) Hays,  Ellis. 

Loyd,  Perry  (A) Leland,  Graham. 

Lynam,  Laura  Catherine  (A)  ....  Studley,  Sheridan. 

Lynd,  Mary  Kathryn  (1) Ellis,  Ellis. 

McCord,  Millie  Pearl  (A) Codell,  Rooks. 

McVey,  Henry  Herbert  (A) Hill  City,  Graham. 

McVey,  James  Oliver  (A) Hill  City,  Graham. 

Madsen,  Petrea  Christina  (A) Fairport,  Russell. 

Meyer,  Henrietta  Dorinda  (1)  ....  Hays,  Ellis. 

Middlekauff,  Casper  Joseph  (1)  Hays,  Ellis. 

Miles,  Alma  Elizabeth  (1) Russell,  Russell. 

Millard,  Floyd  Dale  (1) Ransom,  Ness. 

Millard,  Mabel  (1) Ransom,  Ness. 

Miller,  Thomas  Chester  (A) Natoma,  Osborne. 

Mills,  Edward  Merrill  (A) Hays,  Ellis. 

Mock,  Flora  Melvina  (1) Turkville,  Ellis. 

Morgan,  Julia  Elmyra  (1) Hays,  Ellis. 

Motz,  Frank  (1) Hays,  Ellis, 

Mullen,  Helen  (1) Hays,  Ellis. 

Mulroy,  Mary  Agnes  (A) Hays,  Ellis. 

Murphy,  Katie  Marie  (A) Lucas,  Russell. 

Murray,  Agnes  (A) Holyrood,  Ellsworth. 

Nelson,  Bertha  Marie  (1) Russell,  Russell. 

Niernberger,  Alexander  Albert  (1)         ...  Victoria,  Ellis. 

Oshant,  Henrietta  Rose  (1) Hays,  Ellis. 

Parkhurst,  Verna  Luvera  (1) Plainville,  Rooks. 


First  Annual  Catalogue. 

Name.  Pott-offlce  and  oountyi 

Piatt,  Walter  Albert  (1) Victoria,  Ellis. 

Picken,  Chat  Alan  (B) Bays,  Ellii. 

Picken,  Lucy  Lillian  (B) Hays,  Ellis. 

Prior,  Mary  Lovitt  (A) McCracken,  Rush. 

Prizer,  Robert  Morris  (A) Alton,  Osborne. 

Riedel,  Fidelis  M.  (1)  .       .       .  .       .  Herzog,  Ellis. 

Rixon,  Josephine  Lucretia  (A)         ....  McCracken,  Rush. 

Rixon,  Mabel  Mae  (1)         ......  McCracken,  Rush. 

Rowlison,  Minnie  Alma  (A)  .       .       .       .  Hays,  Ellis. 

Ryan,  Joseph  Lacy  (1) Hays,  Ellis. 

Schaffer,  Conrad  (1) Liebenthal*  Rush. 

Scheideman,  John  Erven  (1) La  Crosse,  Rush. 

Schlyer,  Nicholas  Michael  (1)  ....  Hays,  Ellis. 

Schueler,  Alexander  (1) Catharine,  Ellis. 

Schumacher,  John  (1) Victoria,  Ellis. 

Scott,  Ida  Estella  (1)* Hays,  Ellis. 

Shaffer,  Susie  (C) Hays,  Ellis. 

Smith,  Ammy  Clyde  (1) La  Crosse,  Rush. 

Smith,  Francis  Marion  (A) Luray,  Russell. 

Snyder,  Lucie  Hortense  Hodge  (C)        .       .       .  Hays,  Ellis. 

Solomon,  Alma  Lucille  (1) Hays,  Ellis. 

Spratt,  Lela  (A) Hays,  Ellis. 

Taylor,  Elsie  Shepherd  (A) Hays,  Ellis. 

Taylor,  Ruby  Elice  (1) Hays,  Ellis. 

Teeters,  Martha  Ann  (1) Ellis,  (Trego). 

Travis,  Cleota  Belle  (A) Plainville,  Rooks. 

Virmond,  Bertha  Jane  (A) Hays,  Ellis. 

Walsh,  Mary  Agnes  (1) Ellis,  Ellis. 

Ward,  Jennie  Ann  (B) Hays,  Ellis. 

Westbrook,  Abbie  Estalee  (B)        ....  Hays,  Ellis. 

Wiles,  Arthur  (1)         .......  Zurich,  Ellis. 

Wood,  Delia  Luella  (A)      .       .       .     ...       .       .  Hays,  Ellis. 

Yost,  Rhoda  Johnson  (1) Hays,  Ellis. 


Summary  of  Attendance. 

Second  Year 9 

D  Class 5 

C  Class 4 

First  Year 54 

B  Class 10 

A  Class 44 

Special  Class 58 

Total  for  the  year 121 


Counties  Represented. 

The  following  counties  were  represented  during  the  past  year 


Ellis 

Ellsworth 
<Jove 

Graham . . . 

Ness 

Osborne . . 
Books 


Rush 9 

Russell 8 

Sheridan 2 

Smith 1 

Thomas 2 

Trego 2 

Total T2t 


*  Deceased. 


10 


Fort  Hays  Auxiliary  State  Normal  School. 


Course  of  Study. 


Note.— Figures  and  letters  in  parentheses  signify  subjects  or  groups  of  subjects  to  be  pre- 
viously completed. 


9. 
lO. 
11. 
12. 

13. 


Second  Year. 

C. 

Bookkeeping  and  Penmanship.* 
Rhetoric. 

School  Law  and  Management. 
American  History  and  Constitu- 
tion. 
Vocal  Music* 
Pronunciation. 
Essay. 

D. 


14. 

Geometry. 

15. 

Literature. 

lO. 

Methods.* 

17. 

Physics.* 

18. 

Physiology.* 

19. 

Psychology.* 

Etymology. 

Essay. 

First  Year. 
A. 

1.  Arithmetic. 

2.  Drawing. 

3.  Elocution. 

4.  Geography,  Physical  and  Political. 
Declamation. 

B. 

5.  Algebra. 

6.  Botany. 

7.  English. 

8.  General  History. 
Methods,  Common  Subjects. 
Spelling. 

Declamation. 


Admission  and  Credits. 

Before  admission  to  the  Normal  Department,  candidates  are,  in  accordance 
with  the  law,  required  to  subscribe  to  the  following  declaration  and  agreement: 

"I  hereby  declare  that  my  purpose  in  entering  the  State  Normal  School  is  to  fit  myself  to 
teach  in  the  schools  of  Kansas,  and  I  solemnly  agree,  after  leaving  the  same,  to  report  to  the 
Principal  of  the  Faculty  semiannually,  for  three  years,  my  location  and  occupation." 

Written  examinations  on  arithmetic,  geography,  grammar,  history  and  read- 
ing are  given  to  candidates  for  admission,  unless  they  are  able  to  present  creden- 
tials showing  work  as  thorough  and  comprehensive  in  each  of  these  subjects  as 
is  indicated  by  a  second  grade  certificate.  Grades  for  such  admission  or  for  ad- 
vanced standing,  if  not  on  teachers'  certificates,  should  be  presented  from  schools 
attended,  and  such  grades  should  be  accompanied  by  the  statement  of  texts  and 
time  in  which  they  were  made.  Blanks  for  putting  these  grades  in  the  desired 
form  will  be  furnished  on  application.  Besides  the  subjects  named  above  for  ad- 
mission to  the  Normal  Department,  the  other  subjects  of  a  first-grade  certificate, 
except  theory  and  art  of  teaching,  must,  unless  some  proficiency  has  been  at- 
tained, be  taken  in  special  classes  before  beginning  them  in  the  Normal  Depart- 
ment. 

Students  who  are  able  to  show  from  work  done  elsewhere  that  they  are  un- 
questionably strong  in  the  academic  work  of  arithmetic,  elocution,  geography, 
grammar,  and  American  history  and  constitution,  or  in  any  of  them,  will  be  al- 


*  Half-term  subjects. 


First   Annual   Catalogue.  11 

lowed  to  take  one  hour  per  week  of  methods  for  twenty  weeks  in  the  afternoon, 
on  each  of  the  subjects  in  which  such  strength  is  shown,  and  academic;  profl 
ciency  will  be  included  in  making  a  grade  on  this  work.    The  grade  made  in  each 
such  methods  class  will  stand  as  the  grade  for  the  subject. 

Subjects  in  the  Normal  course  will  be  credited  in  whole  or  in  part  for  students 
who  show  good  work  done  in  them  in  high  schools,  academies,  and  colleges. 

Certificates  <(na°  Diplomas. 

The  law  establishing  the  school  provides  that  "Any  person  of  good  moraL' 
character,  over  sixteen  years  of  age,  having  been  in  actual  attendance  at  least 
twenty  weeks  at  the  above-named  School,  and  having  completed  the  course  of 
study  prescribed  by  the  said  Board  of  Regents,  shall  be  awarded  a  certificate* 
which  shall  be  a  legal  certificate  to  teach  in  any  of  the  public  schools  of  the> 
state,  except  high  schools,  and  good  for  one  year." 

Students  finishing  their  work  during  the  year  before  commencement  may 
have  their  diplomas  dated  when  the  work  is  completed,  but  not  delivered  until 
the  next  commencement,  when  all  the  class  are  expected  to  be  present  and  share- 
in  the  responsibilities,  honors  and  pleasures  of  commencement  week. 

Exchange  of  Credits, 

Grades  on  work  done  and  credits  given  in  the  branch  Normal  School  will  be* 
accepted  in  the  main  institution,  and  vice  versa,  but  no  student  having  failed  in 
a  study  in  one  school  will  be  allowed,  without  special  permission,  to  transfer  to 
the  other  before  he  has  made  up  the  failure  in  the  school  where  it  occurred. 

Fees. 

Final  examinations  outside  of  class,  and  entrance  examinations,  must  be  taken 
at  the  time  offered  in  the  calendar,  page  4,  or  a  fee  of  one  dollar  will  be  charged 
for  taking  examination  on  Monday  or  Tuesday  any  time  during  the  current  ten 
weeks. 

No  fees  are  charged  students  in  the  Normal  Department. 

Special  students  are  charged  five  dollars  per  half-term,  ten  weeks,  or  two  dol- 
lars per  subject,  if  less  than  three  subjects  are  taken. 

All  students  whose  residence  is  outside  the  state  immediately  preceding  tho 
time  of  entrance  are  charged  five  dollars  extra  per  half-term,  with  the  usual 
charges  for  taking  subjects  irregularly  and  for  taking  subjects  in  special  classes. 

No  fees  will  be  refunded  except  in  case  of  protracted  sickness;  but  in  case  of 
absence  from  other  causes,  the  Principal  may,  at  his  discretion,  credit  unused 
balance  on  a  future  term. 

Examinations. 

A  fee  of  one  dollar  is  charged  for  all  special  examinations,  and  this  rate  is  ap- 
plied to  all  examinations  except  those  taken  on  the  days  announced  in  the  calen- 
dar as  free  days.  Such  examinations  are  given  on  Monday  or  Tuesday  of  any 
week,  and  the  payment  of  the  fee  once  pays  for  any  examination  desired  during 
the  current  ten  weeks,  except  that  candidates  for  graduation  cannot  take  exami- 
nation, unless  finals  in  class,  after  the  first  week  in  the  fourth  ten  weeks  of  the 
year.     Candidates  for  advanced  standing  will  be  subject  to  the  same  conditions. 


*$2*** 


12 


Fort  Hays  Auxiliary  State  Normal  School. 


First  Annual  (lataloyar.  L3 


History  of  the  School. 


THE  following  sketch,  taken  from  the  Thirteenth  Biennial  Report  of  the  State 
Superintendent  of  Public  Instruction  (1901-'02),  deals  with  the  establish- 
ment of  this  School  and  a  portion  of  its  first  year's  existence: 

"Six  and  one-half  sections  of  land,  and  the  average  value  of  it  all  not  less 
than  twenty  dollars  an  acre  —  such  is  the  initial  financial  support  of  the  new 
school  which  the  state  has  opened  up  on  the  old  Fort  Hays  reservation,  adjoin- 
ing Hays.  The  reservation  was  abandoned  by  the  general  government  and  the 
soldiers  were  withdrawn  in  1889.  Neglect  and  the  usual  abuse  therefrom  was 
the  lot  of  the  buildings  and  land  for  nearly  a  dozen  years,  while  local  leaders  en- 
deavored to  get  various  measures  through  Congress  for  the  utilization  of  the 
land.  At  one  time  a  bill  passed  both  houses  of  Congress  authorizing  the  use  of 
the  plant  for  the  support  of  a  Kansas  home  for  old  soldiers.  It  passed  so  late  in 
the  session,  however,  that  President  Cleveland,  then  in  office,  let  it  die  from  lack 
of  time  to  consider  it.  During  the  summer  of  1899  the  reservation  was  declared 
open  for  settlement  by  a  subordinate  in  the  interior  department,  and  before 
higher  powers,  stirred  to  action  by  the  efforts  of  Representative  Reeder,  from 
that  congressional  district,  could  reverse  the  ruling,  almost  every  quarter-section 
was  squatted  upon  by  eager  settlers  in  search  of  homes.  In  March,  1900,  the 
Kansas  delegation  in  Congress  succeeded  in  getting  the  land  and  houses  set 
apart  for  educational  purposes  by  the  state  of  Kansas.  Contrary  to  the  usual 
policy  of  the  national  government,  the  whole  grant  was  made  conditional  upon 
the  state's  perpetual  maintenance  of  the  two  educational  institutions  named  in 
the  law  —  a  branch  of  the  State  Normal  School  and  an  experiment  station  of  the 
State  Agricultural  College.  The  state  may  not  convert  the  land  into  cash  nor 
part  with  any  portion  of  it.  It  must  be  a  permanent  support  for  the  two  educa- 
tional agencies. 

"The  state  accepted  the  gift,  and  early  in  the  session  of  1901  the  legislature 
took  measures  to  make  the  grant  effective.  An  appropriation  of  $12,000  was 
made  for  the  biennium  ending  June  30,  1903,  for  the  organization  and  support 
of  the  school.  As  much  of  the  land  was  still  in  the  hands  of  the  squatters,  the 
law  provided  that  the  appropriation  was  not  to  be  available  until  a  clear  title  to 
all  the  land  was  vested  in  the  state.  The  Boards  of  Regents  took  the  matter  of 
title  up  with  the  interior  department,  and,  after  protracted  negotiations,  the 
matter  was  compromised  by  granting  to  such  settlers  as  had  gone  upon  the  land 
in  good  faith  leases,  in  no  case  extending  more  than  five  years,  rent  free.  These 
settlers  in  return  gave  up  to  the  state  all  their  title  to  the  lands.  Parties  hold- 
ing claims  but  not  on  the  land  in  good  faith  were  summarily  dispossessed  by 
ruling  of  the  interior  department.  These  steps  were  not  finished  for  nearly  a 
year  after  the  passage  of  the  law.  In  February,  1902,  President  Wilkinson,  as 
ex  officio  president  of  the  branch  school,  began  to  formulate  plans,  and  the 
regents  of  the  State  Normal  School  took  first  steps  towards  organizing  the 
branch  normal  by  electing  as  Principal  Mr.  William  S.  Picken,  then  associate 
professor  of  history  and  Latin  in  the  State  Normal  at  Emporia,  and  Miss  Anna 
Keller  as  assistant  teacher.  Later  Mr.  J.  E.  Crawford  was  engaged  as  special 
teacher  for  the  summer  session  of  1902,  while  a  short  time  subsequent  Miss  Delia 


14 


Fort  Hays  Auxiliary  State  Normal  School, 


Sisler  was  added  to  the  regular  faculty  as  librarian  and  registrar.  Workmen 
had  been  put  at  work  remodeling  the  old  fort  buildings,  and  matters  were  pushed 
so  vigorously  that  quarters  were  in  readiness  for  the  opening  of  the  summer  term 
of  the  school  on  June  23,  1902.  The  first  regular  term  of  school  opened  Septem- 
ber 2,  with  a  body  of  earnest  students  in  attendance. 

"By  the  terms  of  the  state  law,  the  School  offers  the  first  two  years  of  the 
course  at  Emporia,  and  the  completion  of  this  course  entitles  the  graduate  to  a 
year's  state  certificate  and  to  admission  to  the  next  higher  work  at  Emporia,  with- 
out examination.  The  necessary  delay  in  establishing  the  School  left  a  fine  sum  of 
money  to  be  expended  in  equipment.  Nearly  all  of  the  $7000  appropriated  for 
the  first  year's  running  expenses  thus  went  for  library,  apparatus,  and  furniture. 
The  library  is  especially  well  selected  and  adapted  for  the  use  of  a  normal  school, 
and  is  thoroughly  catalogued.  Two  commodious  buildings  are  used  for  the  pur- 
poses of  the  school.  The  main  building  includes  assembly,  class,  library  and 
laboratory  rooms,  with  cloak-rooms  for  students,  and  principal's  office.  The 
second  building  is  used  for  gymnasium  and  operating  laboratory.  The  room  de- 
voted to  gymnasium  use  is  amply  large  for  the  purpose,  and  not  only  provides 
space  for  nearly  $500  worth  of  first-class  apparatus,  but  also  makes  a  place  well 
adapted  for  the  popular  game  of  basket-ball." 

Several  basket-ball  teams,  one  football  team,  one  baseball  team  and  a  tennis 
section  have  been  organized. 


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First  Annual  Catalogue.  15 


Miscellaneous. 


Discipline* 

QO  MANY  of  our  pupils  have  already  had  some  experience  in  practical  life,  that 
^  they  become  valuable  aids  in  developing  a  healthy  school  sentiment.  This 
renders  few  restraints  necessary.  Still,  every  effort  of  the  Faculty  is  given  to- 
wards making  the  pupils  self-reliant,  self-controlled  men  and  women  ;  and  those 
whose  best  endeavor  is  not  in  accord  with  this  purpose  are  summarily  dismissed 
from  the  School. 

Admittance  and  Credits  from  Iliali  Schools. 

The  Principal  of  the  Faculty  will  take  pleasure  in  corresponding  with  school 
principals  and  superintendents  who  may  desire  to  make  such  arrangements  as 
may  be  necessary  in  order  that  their  high-school  diplomas  may  admit  candidates 
to  the  Normal  Department  of  the  School  without  examination,  or  who  may  con- 
template adopting  a  course  of  study  which  would  give  graduates  advanced 
standing.  ( See  "Accredited  Schools,"  for  list  of  those  whose  diplomas  are  recog- 
nized.) 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the  regular 
recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a  student 
can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to  retain 
their  places  in  school.  One  who  does  not  carry  as  many  as  two  studies,  or  who 
habitually  fails  in  studies  taken,  is  required  to  show  the  Principal  cause  why  he 
should  not  be  dismissed. 

Advice. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  present  at 
the  opening  of  the  session.  The  student  who  is  behind-hand  then  rarely  makes  up 
what  he  has  lost,  and  will  feel  a  constantly  increasing  embarrassment  throughout 
the  entire  term.  The  habit  which  is  thus  indulged  indicates  a  lack  of  fitness  for 
the  profession  of  teaching.  Those  students  whose  standing  is  to  be  determined 
by  examination  should  be  present  on  the  days  appointed;  otherwise,  they  will 
subject  themselves  to  the  inconvenience  and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  information 
that  it  does  not  supply. 

Summer  School. 

While  the  state  does  not  make  provision  for  a  summer  term,  the  Regents  have 
permitted  members  of  the  Faculty  to  hold  a  summer  school  in  the  Normal  build- 
ings for  the  past  two  seasons  and  are  ready  to  continue  the  privilege  if  there  is  a 
sufficient  demand  for  such  a  session.  Grades  made  in  this  summer  school  are 
entered  regularly  upon  the  books  of  the  institution. 

Correspondence  looking  toward  a  five  weeks'  session  of  the  summer  school, 
beginning  Tuesday,  May  31,  is  invited.  Address  William  S.  Picken,  Principal, 
for  particulars  as  to  fee,  etc. 


3  6  Fort  Hays  Auxiliary  State  Normal  School. 


Outline  of  Instruction. 


HHHE  following  brief  outline  of  the  work  done  in  the  different  branches  included 
•*-      in  the  course  of  study  will  give  a  fair  idea  of  the  standard  maintained. 
Students  recite  daily  in  each  subject  named  below,  and  are  supposed  to  spend 
approximately  two  hours  per  day  in  the  preparation  of  the  lesson  assigned. 

Mathematics. 

Arithmetic. — Twenty  weeks.  Expertness  in  addition,  subtraction,  multipli- 
cation, division,  and  the  solution  of  problems;  mastery  of  many  subjects  found 
only  in  advanced  arithmetics;  ability  to  prove  every  principle  in  the  science; 
mastery  of  the  best  methods  of  presentation  and  explanation  to  beginners  —  our 
most  important  work. 

Algebra. —  Twenty  weeks.  Ability  to  solve  the  examples  to  quadratics  ;  to 
talk  and  chalk  at  the  same  time ;  power  in  original  investigation ;  ability  to 
demonstrate  formally  and  rigidly  all  principles.      , 

Geometry. — Twenty  weeks.  Ability  to  pass  a  thorough  examination  in  plane 
and  solid  geometry  ;  a  knowledge  of  how  tc  investigate  relations  and  how  to  teach 
others  to  attain  the  same  end. 

Expression. 

Elocution. — Twenty  weeks.  In  reading  and  speaking  there  is  a  triple  aim  — 
to  train  the  speaker  to  appeal  to  the  understanding,  the  emotions  and  the  will  of 
the  audience.  During  the  term,  literature  is  studied,  read,  or  recited,  to  illus- 
trate literary  analysis,  sequence  of  thought,  clearness  of  enunciation,  forms  of 
emphasis,  word  pictures,  atmosphere,  tone,  color,  rhythm,  movement,  and  persona- 
tion.    During  the  term,  drill  is  given  in  the  formation  of  elementary  sounds. 

In  vocal  culture,  we  include  the  technique  of  the  speaking  voice  — exercises 
for  placing  tone,  support  of  tone,  smoothness,  flexibility,  volume,  force,  tone 
color,  and  breathing  exercises,  and  the  physiology  of  the  respiratory  and  vocal 
organs. 

In  gesture,  we  include  relaxing  exercises,  poising  exercises,  principles  of  ges- 
ture, exercises  for  the  application  of  these  principles,  and  original  gesture  work. 

Natural  Sciences. 

Botany. — Twenty  weeks.  The  subject  naturally  subdivides  into  morpho- 
logical botany  and  physiological  botany;  each  continues  ten  weeks.  Morpho- 
logical botany,  with  laboratory  work  in  histology,  is  taken  during  the  first  and 
fourth  ten  weeks  of  the  school  year,  and  during  the  first  half  of  the  summer  ses- 
sion. Physiological  botany,  with  laboratory  work  on  sporophytes,  is  pursued 
during  the  second  and  third  ten  weeks  of  the  school  year,  and  during  the  second 
half  of  the  summer  session.  To  accommodate  those  who  are  to  teach  in  primary 
grades  of  the  public  schools,  the  work  in  morphological  botany  will  be  modified 
in  at  least  one  of  the  subdivisions  of  the  botany  class,  so  as  to  present,  with  the 
field  study  of  plants,  several  kindred  topics  in  nature  study. 

Geography. —  Twenty  weeks.  Geography  is  the  meaning  of  the  earth  to  man. 
The  old  definition  of  it  as  a  description  of  the  earth  is  obsolescent,  if  not  obsolete. 


First  Annual  Catalogue.  17 

In  place  of  being  almost  purely  a  memory  study,  geography  emphasizes  rela- 
tivity, and  so  appeals  to  the  reason.  The  method  used  in  the  study  of  the  sub 
ject  is  a  modified  form  of  what  is  known  in  the  German  schools  as  the  grouping 
method,  the  only  difference  being  that,  instead  of  classifying  the  facts  of  geog- 
raphy according  to  their  identity,  they  are  grouped  incidentally  about  the  under- 
lying principles  of  the  subject,  while  the  more  important  places  are  studied  as 
types.  There  is  no  attempt  to  separate  the  subject-matter  of  political  geography 
from  what  is  generally  put  under  physical  geography.  Fact  and  phenomenon 
are  taken  together.  The  cultural  side  of  the  study  of  geography  is  not  lost  sight 
of.  It  includes  the  reading  of  such  authors  as  Reclus,  Nansen,  Hedin,  Peary, 
Borchgrevink,  authoritative  articles  indexed  by  Pool,  pictures,  stereopticon  views, 
and  occasional  lectures  on  foreign  countries  by  people  who  have  visited  them  and 
who  are  able  to  bring  to  the  class  personal  impressions.  The  pedagogical  work 
in  geography  is  based  upon  psychological  values;  the  reading  on  this  phase  of 
the  subject  includes  articles  in  geographical  magazines,  and  the  books  of  such 
authors  as  Ritter,  Guyot,  Barker,  and  Redway;  the  teacher  introduces  object- 
lessons,  observational  work,  the  use  of  apparatus,  and  other  phases  of  geography 
teaching  in  the  public  schools.  The  course  of  twenty  weeks  differentiates,  for  a 
part  of  the  time,  so  that  some  sections  of  the  class  each  term  may  specialize  in 
preparation  for  teaching  the  grades,  and  others  may  prepare  for  the  teaching  of 
classes  more  advanced.  The  record  made  for  credits  will  not  be  affected  by  this 
differentiation.  The  classes  for  those  preparing  to  teach  in  the  grades  emphasize 
(a)  North  and  South  America,  with  a  particular  study  of  United  States;  (6) 
Afeurasia  and  Australia,  dwelling  particularly  upon  Europe.  The  other  classes 
emphasize  commercial  geography. 

Physiology. —  A  term  of  ten  weeks.     The  topical  outline  here  given  shows 
the  work  of  the  term. 

The  scope  of  the  terms  anatomy  and  histology. 

The  scope  of  the  terms  physiology  and  hygiene. 

A  classification  of  the  bones  of  the  human  skeleton,  making  six  groups. 

Names  and  locations  of  the  bones  of  the  first  group  and  the  general  function 

of  the  group. 
The  same  for  group  2. 
The  same  for  group  3. 
The  same  for  group  4. 
The  same  for  group  5. 
The  same  for  group  6. 
The  anatomy  of  a  movable  joint. 
The  anatomy  of  a  fixed  joint. 
A  complete  classification  of  joints. 
The  histology  of  bone. 
The  chemistry  of  bone. 
Tho  hygiene  of  bones. 

Distinguish  living  bodies  from  inorganic,  mineral  bodies. 
Seven  functions  of  living  protoplasm. 
Definitions  of  tissues,  organs,  apparatuses,  and  systems. 
Uses  and  general  distribution  of  lymph. 
Uses  and  general  distribution  of  blood. 
Description  of  red  corpuscles,  and  origin  and  use. 
Same  of  white  corpuscles. 
Explanation  of  blood-clotting. 
Uses  of  blood  clot. 


18  Fort  Hays  Auxiliary  State  Normal  School. 

The  office  and  general  character  of  the  connective  tissues. 

The  histological  elements  of  connective  tissue — description  of  two. 

Distinguish  between  skeletal  and  visceral  muscles  in  appearance  and  use. 

Anatomy  of  a  long  muscle. 

Histology  of  a  skeletal  muscle. 

Essential  property  of  muscle  tissue. 

The  different  kinds  of  muscle  stimuli. 

Explanation  (with  examples)  of  the  three  classes  of  levers  in  the  body. 

Name,  origin,  insertion  and  use  of  each  of  five  muscles. 

Same  of  another  five. 

Hygiene  of  muscles. 

Definitions  of  trunk,  plexus  and  center  in  nervous  system. 

Description  of  the  vertico-median  aspect  of  the  brain. 

Description  of  the  covering  membranes  of  the  brain  and  spinal  cord. 

Location,  composition  and  general  function  of  sympathetic  system  of  nerves. 

Histology  of  a  nerve  and  of  a  nerve  fiber. 

Description  of  a  nerve  cell  and  of  its  poles  or  roots. 

Location  and  external  anatomy  of  the  heart. 

Internal  anatomj  of  the  heart. 

Diagram  of  the  arterial  circulation. 

Diagram  of  the  venous  circulation  of  the  body,  except  the  hepatic  ciculation. 

Same  to  right  hand  or  head  and  back. 

Diagram  of  liver  and  of  hepatic  circulation. 

Histology  of  a  blood-vessel. 

Explanation  of  the  working  of  the  valves  of  the  heart. 

Discussion  of  the  forces  regulating  the  flow  of  blood  in  the  arteries  and  capil- 
laries. 

Discussion  of  the  forces  regulating  the  flow  of  blood  in  the  veins  back  to  the 
heart. 

Explanation  of  taking  cold. 

Proper  modes  of  bathing. 

Definition  of  secretion,  and  distinction  between  internal  and  external  secre- 
tions. 

Description  of  tubular  glands,  with  examples. 

Description  of  racemose  glands,  with  examples. 

Amount  and  kinds  of  material  excreted  from  the  body  each  day. 

When  and  how  energy  is  liberated. 

Definition  of  food. 

Complete  classification  of  food  elements. 

Names  of  common  foods  which  contain  these  elements. 

Need  and  method  of  cooking  vegetables. 

Need  and  methods  of  cooking  meats. 

Important  points  in  bread-making. 

Varieties  of  alcoholic  drinks,  with  the  percentage  of  alcohol  in  each. 

Properties  of  alcohol  making  it  useful  in  the  arts. 

Effect  of  alcohol  on  albumen,  as  shown  by  experiment. 

Effect  of  alcohol  on  the  tissues  of  dead  animals. 

Effect  of  alcohol  on  living,  sensitive  surfaces. 

Effect  of  alcohol  on  living  protoplasm  and  defensive  work  of  the  protoplasm. 

Anatomy  of  mouth  cavity  and  accessory  parts. 

Function  of  parts  of  mouth  and  accessory  parts. 

Anatomy  and  physiology  of  esophagus. 


First  Annual  Catalogue.  1(.) 

Anatomy  and  physiology  of  stomach. 

Histology  of  wall  of  stomach. 

Description  in  full  of  a  villus  and  its  accessory  vessels. 

Structure  of  the  liver. 

Distribution  and  work  of  the  lymphatic  system. 

Histology  of  a  lymphatic  vessel. 

Description  of  thoracic  duct  and  right  lymphatic  duct. 

Explanation  of  circulation  of  lymph. 

Location  of  the  thyroid  and  thymus  glands,  the  pituitary  body,  and  the  su- 

prarenals. 
Work  of  digestion  in  the  mouth. 
Work  of  digestion  in  the  stomach. 
Work  of  digestion  in  the  duodenum. 

Work  of  digestion  in  the  remainder  of  the  alimentary  canal. 
Explanation  of  how  the  carbohydrates  pass  from  the  alimentary  canal  to  the 

heart  and  of  the  changes  wrought  on  the  way. 
The  same  for  the  hydrocarbons. 
The  same  for  the  proteids. 

Description  of  trachea,  bronchii,  alveoli,  and  air-cells. 
Descriptions  of  internal  lining  membrane  of  the  air  passages  and  the  external 

covering  membrane  of  the  lungs. 
Explanation  of  the  mechanism  of  inspiration. 
Explanation  of  the  mechanism  of  expiration. 
A  full  discussion  of  normal  and  forced  lung  capacity. 
Changes  in  air  once  breathed. 
Discussion  of  ventilation  of  rooms. 
Laws  of  absorption  of  gases  by  liquids. 
Law  of  chemical  absorption  of  oxygen  by  hemoglobin. 
Discussion  of  sighing,  hiccoughing;  coughing,  sneezing,  laughing  and  crying 

as  respiratory  acts. 
General  description  of  the  kidneys  and  their  accessory  vessels. 
The  microscopic  structure  of  the  kidneys. 
The  amount  and  composition  of  the  renal  secretions. 
A  general  description  of  the  skin, 

A  full  description  of  the  epidermis  and  its  modification. 
A  description  of  the  dermis  and  its  contents. 
A  special'description  of  a  hair  and  its  oil  glands. 
A  special  description  of  a  sweat  gland  and  its  excretions. 
A  secondary  use  of  sweat  and  an  explanation  of  how  the  amount  may  be 

varied. 
Hygiene  of  the  skin  and  bathing. 
The  source,  manufacture  and  use  of  glycogen. 
Sources  of  animal  heat. 
The  maintenance  of  an  average  temperature  in  the  body,  not  including  the 

use  of  clothing. 
The  most  suitable  colors  and  qualities  of  clothing  at  different  seasons  of  the 

year. 
A  description  of  the  muscles  of  the  eyeball. 
The  extent,  composition  and  function  of  the  sclerotic  coat. 
The  same  of  the  cornea. 
The  same  of  the  choroid. 
The  same  of  the  iris. 


20  Fort  Hays  Auxiliary  State  Normal  School. 

The  same  of  the  retina. 

The  same  of  the  capsule  of  the  lens  and  of  the  suspensory  ligfiment. 

Position,  form  and  use  of  the  ciliary  muscle. 

The  composition  and  function  of  the  aqueous  and  vitreous  humors,  and  of 

the  lens. 
Description  of  blind  and  sensitive  spots. 
Characteristics  of  a  normal  eye. 
Description  of  a  myopic  eye  and  of  the  proper  glass  lens  to  correct  the  trouble. 

How  illustrated  ? 
Description  of  a  hypermetropic  eye  and  of  the  proper  glass  lens  to  correct  the 

trouble.     How  illustrated  ? 
Discuss  the  cause  and  correction  of  astigmatism. 
Discuss  color-blindness. 

Explanation  of  perception  of  distance,  solidarity,  height,  and  breadth. 
The  external  ear,  its  construction  and  use. 
The  middle  ear,  its  parts,  and  their  uses. 

The  anatomy  of  the  vestibule,  ampullae  and  semicircular  canals. 
The  anatomy  of  the  cochlea,  including  a  description  of  the  organs  of  Corti. 
Explanation  of  loudness,  pitch  and  timbre  of  sound. 
The  physiology  of  the  vestibule,  ampullae  and  semicircular  canals. 
The  physiology  of  the  cochlea. 

The  origin,  distribution  and  functions  of  the  auditory  nerves. 
Discussion  of  sensation  of  touch. 
Discussion  of  sensation  of  temperature. 
Discussion  of  sensation  of  smell. 
Discussion  of  sensation  of  taste  and  its  localization. 
Discussion  of  muscular  sense. 

Discussion  of  spinal  cord  as  a  center  of  reflex  action. 
Education  of  the  spinal  cord. 
.    General  physiology  bf  the  brain. 
Physiology  of  the  cerebellum. 
Description  of  the  cartilages  of  the  larynx. 
Explanation  of  the  production  of  voice. 

Language. 

English.— Twenty  weeks.  Special  attention  is  given  to  the  development  of 
the  science  of  grammar  by  such  steps  as  must  be  taken  in  teaching  pupils;  to 
the  preparation  of  illustrative  material,  both  by  selections  from  best  writings  and 
by  composition;  to  the  construction  of  the  paragraph  and  the  preparation  of 
papers  based  upon  class  work  or  library  research ;  a  study  of  some  English  clas- 
sics, as  Webster's  Eulogy  on  Adams  and  Jefferson,  Carlyle's  Burns,  etc. 

Rhetoric. —  Twenty  weeks.  The  aim  is  twofold:  (1)  To  read,  appreciatively 
and  with  culture  results,  the  various  styles  of  literature;  (2)  to  use  the  mother 
tongue  with  accuracy  and  elegance.  Outlines  of  magazine  articles,  of  famous 
essays,  and  even  of  books;  the  testing  of  the  laws  of  criticism  by  standard  works 
and  a  study  of  esthetics  secure  the  one ;  practice  in  preparation  of  theme  and 
theme  outlines  secure  the  other. 

English  Literature. — Twenty  weeks.  This  course  offers  (1)  a  study  of  the 
great  literary  movements,  the  spirit  that  animated  them,  and  the  men  whom  they 
developed;  (2)  a  critical  study  of  some  of  the  great  masterpieces.  The  first  half 
of  the  time  is  devoted  to  men  and  movements  prior  to  the  middle  of  the  seven- 
teenth century,  and  to  the  study  of  Shakespeare. 


First  Annual  Catalogue,  kZ\ 


FOOTBALL  TEAM. 

History  and  Civics, 

American  History  and  Constitution.— Twenty  weeks.  This  course  will 
include  a  careful  study  of  both  colonial  and  constitutional  periods.  The  aim 
will  be  to  present  phases  of  institutional  development  rather  than  to  secure  a 
mastery  of  mere  facts.  Laboratory  work  on  the  part  of  the  student  will  be  an 
essential  means  to  this  desired  end.  In  all  lines  the  work  will  be  formulated 
upon  the  basis  of  a  close  study  of  the  constitution.  Civics  will  embrace  the  fol- 
lowing subjects :  Government  in  general,  its  origin,  its  forms,  its  relations,  its 
methods  of  operation;  our  own  government,  national  and  state;  the  various  de- 
partments, the  administration,  the  checks  and  balances,  the  tendencies  and 
movements  of  the  day.  Historic  evidences  will  find  a  large  place  in  this  field  of 
study.  The  principles  and  practice  of  parliamentary  law  will  be  connected  with 
the  subject  of  legislative  procedure ;  the  discussion  will  cover  material  given  in 
Robert's  Rules  of  Order. 

If  records  have  been  made  in  all  but  the  parliamentary  law  of  this  twenty 
weeks,  this  fragment  must  be  made  up  for  graduation. 

General  History. —  Twenty  weeks.  The  history  of  Greece  will  be  the  por- 
tion of  ancient  history  offered  in  a  period  of  ten  weeks.  The  aim  of  the  course 
is  to  familiarize  the  student  with  the  permanent  elements  of  Greek  history.  The 
attempt  will  be  to  present  the  chief  events  of  the  Hellenic  age,  and  to  give  an 
idea  of  the  conquests  of  Alexander,  with  especial  attention  to  the  spread  of  Greek 
civilization  through  these  conquests.  The  course  will  treat  fully  of  the  classical 
period,  and  give  an  account  of  the  main  events  in  the  later  history  of  Greece. 
The  mythology  of  the  Greeks,  the  constitutional  development  of  the  states,  the 
literature,  philosophy  and  arts  of  the  people,  are  suggested  as  topics  illustrative 
of  the  kind  of  questions  to  be  emphasized.  Some  part  of  medieval  history,  to- 
gether with  the  history  of  Germany,  will  be  taken  with  the  Greek  history  to 
make  a  record  for  the  first  half  of  the  required  general  history. 

The  history  of  Rome  will  be  the  basis  of  an  alternative  ten  weeks'  course.    In 


22  Fort  Hays  Auxiliary  State  Normal  School. 

this  course  a  brief  outline  will  be  given  of  the  origin  and  growth  of  the  Roman 
state;  the  development  of  the  Roman  constitution  under  the  republic;  the  erec- 
tion of  the  empire  on  the  ruins  of  the  republic;  the  decay  of  paganism  and  the 
rise  and  progress  of  Christianity,  and  the  beginning  of  modern  nations.  In  trac- 
ing the  history  of  Rome,  topics  like  the  following  will  be  given  special  attention : 
The  agrarian  laws,  the  provincial  system,  Hellenism,  the  development  of  parties, 
economic  conditions,  Roman  citizenship,  the  army,  the  frontiers,  and  the  contact 
with  barbarism.  Portions  of  medieval  history  not  offered  elsewhere,  and  French 
history,  will  complete  this  half-term  study. 

The  history  of  oriental  civilizations,  including  Egypt  and  portions  of  medie- 
val and  modern  history  not  covered  by  the  alternative  work  for  the  first  ten 
weeks,  as  offered  above,  will  be  the  subject  of  a  course  for  the  making  of  a  record 
on  the  first  half  of  the  subject  of  general  history,  if  the  demand  for  special  work 
in  history  should  extend  to  a  full  twenty  weeks  beyond  what  is  counted  for 
graduation. 

The  second  ten  weeks  of  the  twenty  will  be  devoted  exclusively  to  the  history 
of  England.  The  aim  of  the  course  is  to  familiarize  the  student  with  the  most 
important  facts  of  English  history,  and  to  teach  the  great  law  of  national  growth. 
The  development  of  English  political  institutions  will  be  carefully  studied  under 
the  following  heads:  Anglo  Saxon  and  Norman  institutions,  the  administrative 
systems  in  Norman  and  Plantagenet  kings,  the  development  of  the  representative 
system  in  the  thirteenth  century,  the  great  struggle  for  parliamentary  powers  in 
the  fourteenth  and  fifteenth  centuries,  the  assumption  of  absolutism  by  the  Tu- 
dors,  the  struggle  between  king  and  parliament  under  the  Stuarts,  the  revolu- 
tion of  1688,  and  the  development  of  ministerial  government  under  the  Hanoverian 
kings.  Due  attention  will  be  given  to  the  relation  of  church  and  state,  and  the 
English  colonial  system. 

D reliving. 

Twenty  weeks.  Construction  of  geometrical  plane  figures  and  pleasing  forms 
based  upon  them,  to  be  used  in  design;  a  study  of  the  elements  of  good  design  ; 
original  designs  from  geometrical  and  plant  forms ;  theory  and  harmony  of  color  ; 
developments  of  geometrical  solids;  patterns  of  objects  to  be  made  of  paper, 
leather,  etc.,  and  designs  for  their  decoration  ;  working-drawings;  the  elements 
of  scientific  perspective;  the  principles  of  free-hand  perspective;  application  of 
perspective  in  drawing  common  objects  in  outline,  light  and  shade,  and  color ; 
elements  of  good  composition ;  proportion  and  action  of  human  figure  expressed 
in  silhouette. 

Bookkeejjinf/  and  Penmanship. 

Ten  weeks.  The  subjects  of  bookkeeping  and  penmanship,  being  so  closely 
related,  are  taken  as  a  single  subject  in  a  class  of  methods.  No  particular  text- 
books are  used,  although  the  texts  adopted  by  the  state  receive  first  considera- 
tion. The  work  is  pursued  with  special  reference  to  the  methods  of  teaching  the 
subjects  that  will  insure  the  best  results  in  the  classroom.  In  bookkeeping  a 
more  thorough  and  extended  familiarity  with  the  science  of  accounts  is  secured. 
In  penmanship,  as  an  art  of  form,  due  attention  is  given  to  the  style  of  letters 
best  suited  to  the  needs  of  the  pupil.  As  an  art  of  expressing  thought,  much 
time  is  devoted  to  methods  of  securing  desired  results  through  correlation,  as 
well  as  by  the  practice  of  writing,  as  a  distinct  branch  of  education.  The  appli- 
cation of  writing  to  bookkeeping,  grammar,  correspondence,  and  other  subjects 
is  fully  considered,  and  the  student  is  made  familiar  with  the  various  theories 
regarding  position  and  movement. 


First  Annual  Catalogue.  '23 

The  course  offers  as  supplementary  work,  in  condensed  form,  mutable  data 
for  a  thorough  review  of  the  elementary  principles  of  bookkeeping.  A  simple 
form  of  cash-book,  journal  and  ledger  may  be  used,  although  these  exercises  are 
intended  particularly  for  drills  in  journalizing.  While  these  transactions  are 
numbered  consecutively  for  reference,  the  current  date  may  be  used  in  case  the 
set  is  worked  through  the  books  named. 

TRANSACTIONS. 

1.  I,  student,  begin  business  with  the  following  resources  and  liabilties:    Cash, 

83000;  merchandise,  $2000 ;  note  against  P.  Park,  $800;  accounts  against 

B.  Boyd,  $500,  and  J.  Jones,  $400.     I  owe  D.  Davis,  on  account,  $250; 

C.  Carter,  $200;  and  on  my  note,  favor  of  S.  Smith,  $100. 

2.  Bought  business  lot  and  building  of  J.  Grant,  $3000.     Gave  in  payment  cash, 

$1000,  P.  Park's  note,  $800,  with  interest  on  same,  $5;  gave  my  note  for 
balance. 

3.  Had  building  insured  one  year,  $25,  and  stock  of  merchandise,  $25,  paying 

cash. 

4.  Bought  of  J.  Doe,  500  bu.  wheat  at  $1.     Gave  in  payment  my  sight-draft  B. 

Boyd  for  $250  and  my  thirty-day  draft  on  same  party  for  $250. 

5.  Shipped  E.  D.  Cole,  to  be  sold  on  commission,  500  bu.  wheat  at  $1,  prepay- 

ing freight,  $30. 

6.  Received  of  N.  Nolen,  to  be  sold  on  commission,  500  bu.  potatoes.     Paid 

freight,  $8. 

7.  E.  D.  Cole  sends  me  an  account  sales  of  shipment  recorded  in  No.  5.     Net 

proceeds  amount  to  $610,  which  amount  is  subject  to  my  draft. 

8.  Sold  J.  Jones  1000  bu.  oats  at  40  cts.,  receiving  his  sight-draft  on  D.  Drew 

for  $100  and  his  ten-day  draft  on  H.  Howe  for  $200.     Balance  .on  ac- 
count. 

9.  Sold  D.  Ames  500  bu.  corn  at  50  cts.,  receiving  cash,  $100,  and  ten-day  draft 

on  O.  Orr,  which  latter  accepts,  for  balance. 

10.  Gave  C.  Carter,  on  account,  my  thirty-day  draft  on  E.  D.  Cole,  $200. 

11.  D.  Davis  drew  sight-draft  on  me,  which  I  pay,  being  allowed  a  discount  of 

$1.40.     Amount  of  draft,  $250.     This  account  was  originally  subject  to 
thirty-day  draft. 

12.  Drew  sight-draft  on  J.  Jones  for  amount  he  owes  me  and  forwarded  same  to 

J.  Grant  to  apply  on  my  note  of  2d,  given  for  real  estate. 

13.  Made  contract  with  H.  Hoover  to  build  new  warehouse,  advancing  $300  for 

material,  etc.     (Debit  Hoover's  contract.) 

14.  Sold  for  cash,  at  60  cts.,  300  bu.  potatoes  belonging  to  Nolen's  consignment. 

15.  Having  lost  50  bu.  potatoes  belonging  to  Nolen's  consignment,  I  return  re- 

maining 150  bu.,  which  I  cannot  sell  to  advantage.    Paid  freight,  $3. 

16.  Paid  on  Hoover's  contract  for  labor  and  material,  $150. 

17.  Rendered  N.  Nolen  account  of  sales  of  consignment,  remitting  cash  for  net 

proceeds.     I  charge  5%  commission  on  sales. 

18.  Received  of  E.  D.  Cole,  to  be  sold  on  commission,  200  bu.  apples,  paying 

freight  on  them,  $10. 

19.  Sold  for  cash  100  bu.  apples  at  $1.     (Cole's  consignment.) 

20.  Returned  lumber  purchased  for  Hoover's  contract,  receiving  cash  for  same, 

$35.     Paid  for  additional  material  and  labor,  $200. 

21.  Shipped  to  Z.  Zane,  by  Cole's  permission,  100  bu.  apples  belonging  to  Cole's 

consignment.     Paid  freight,  $6. 


24  Fort  Hays  Auxiliary  State  Normal  School. 

22.  Sold  B.  Boyd  1000  bu.  corn  at  50  cents,  receiving  his  sight-draft  on  K.  King, 

$200;  his  twenty-day  draft  on  Y.  Young,  which  latter  accepts,  $200;  bal- 
ance subject  to  my  draft. 

23.  Returned  material  purchased  for  Hoover's  contract,  receiving  cash,  $12. 

24.  Gave  H.  Hoover,  in  full  of  contract,  my  sight-draft  on  B.  Boyd,  $100. 

25.  Hoover's  contract  is  completed,  and  I   accept  same,  in  accordance   with 

plans  and  specifications.     (Debit  real  estate.) 

26.  Received  from  Z.  Zane  account  sales  of  shipment  named  in  transaction  No. 

21.     Net  proceeds  remitted,  in  cash,  $95. 

27.  Sent  E.  D.  Cole  an  account  sales  of  his  shipment  to  me.     I  charge  no  com- 

mission, and  credit  him  with  amount  of  net  proceeds. 

28.  Paid  for  insuring  warehouse.     Face  of  policy,  $500.     Premium,  $12. 

29.  Paid  note  of  1st,  with  interest,  $1.80.     Face,  $100.     Payee,  S.  Smith. 

30.  Collected  numerous  accounts,  aggregating  $60,  for  storage  past  month. 

31.  Gave  H.  Hunt  credit  for  one  month's  salary,  $60.     P.  Penry,  $15. 

32.  Sold  M.  May  merchandise,  $200,  receiving  in  payment  his  sight-draft  on  H. 

Hunt,  my  clerk,  $40;  cash  for  balance. 

33.  Collected  from  G.  Gray  on  old  note  not  included  in  investment,  $300,  and  in- 

terest on  same,  $6.50. 

34.  Paid  for  putting  down  stone  sidewalk  in  front  of  building,  $55. 

35.  Two  years  ago,  for  accommodation,  I  indorsed  E.  Evans's  note  for  $800.    To- 

day I  paid  said  note  and  interest  on  same,  $85.  I  consider  this  expendi- 
ture a  total  loss. 

36.  Paid  P.  Penry  cash,  on  account,  $40. 

37.  Post  to  ledger,  prepare  a  trial-balance,  and  make  a  complete  statement  of 

business.     Close  ledger,  preparatory  to  taking  in  partner. 

Note. — Before  taking  trial-balance,  Hunt  and  Penry  should  each  be  given 
credit  for  one-third  month's  salary. 

Merchandise  on  hand,  $775;  unearned  premium  on  insurance  policy,  $22.22; 
total   merchandise  inventory,  $797.22. 

Valuation  of  real  estate,  $3958;  first  insurance  policy,  $22.22;  second  insur- 
ance policy,  $11.60;  total  real-estate  inventory,  $3991.82. 

38.  Sold  to  A.  P.  Moore  one-half  interest  in  my  business,  including  real  estate, 

merchandise,  notes,  personal  accounts,  mail,  good-will,  etc.,  he  assuming 
one-half  of  the  liabilities  of  the  business.  I  receive  for  said  one-half  in- 
terest, $2000  in  cash  and  note  at  one  year,  with  interest  at  six  per  cent., 
for  balance.  The  necesBary  deeds,  etc.,  to  effect  legal  transfer  are  ex- 
ecuted; the  business  will  be  continued  in  name  of  Student  &  Moore. 

39.  Bought  of  D.  Davis,  100  bu.  alfalfa  seed  at  $2;  200  bu.  millet  at  $1.     Gave 

in  payment  our  note  at  thirty  days  for  $200,  and  our  order  on  E.  D.  Cole 
for  balance. 

40.  Shipped  J.  Doe  100  bu.  alfalfa  at  $2,  to  be  sold  on  our  account  and  risk, 

giving  our  sight-draft  on  E.  D.  Cole,  in  payment  of  overland  freight,  $6.50. 

41.  Accepted  L.  Lee's  thirty-day  draft  on  A.  P.  Moore,  member  of  firm,  for  $150. 

42.  Prepaid  our  note,  named  in  39,  favor  D.  Davis,  $200;  discount  allowed  us, 

80  cts. 

43.  Received  from  E.  D.  Cole,  to  be  sold  on  his  account  and  risk,  200  bu.  apples; 

paid  freight,  $8,  drayage,  $3. 

44.  J.  Doe  sends  us  account  sales  of  50  bu.  alfalfa,  remitting  net  proceeds  in 

cash.     He  charges  for  commission,  $7,  drayage,  $2;  net  proceeds,  $148. 

45.  A.  P.  Moore  pays  our  acceptance,  named  in  No.  41,  in  cash. 

46.  Sold  W.  Wright  on  his  note  100  bu.  apples  at  $1.50.     (Cole's  consignment.) 


First  Annual  Catalogue, 


25 


47.  J.  Doe  sends  us  account  sales  of  60  bu.  alfalfa  and  cash  for  not  proceeds,  $152. 

48.  Dispensed  with  services  of  T.  IVnry,  paying  him  cash  for  amount  due  him,  $30. 

49.  Sold  for  cash  balance  apples  belonging  to  Dole's  consignment,  95  bu.,  for 

$125,  there  being  a  shortage  of  5  bu. 

50.  Rendered  E.  D.  Cole  account  sales,  charging  commission,  $14.      We  remit 

net  proceeds  in  cash,  after  deducting  amount  suflicient  to  balance  his  ac- 
count with  us. 
bl.    Paid  balance  on  note  favor  J.  Grant,  being  allowed  discount  of  $80. 

52.  O.  Orr  pays  his  acceptance  of  9th,  $150,  and  interest  on  same,  70  cents. 

53.  W.  Wright  prepays  his  note  given  in  No.  46.     We  allow  him  discount,  $1.25. 

54.  Sold  E.  D.  Cole,  for  cash,  200  bu.  millet  at  $1.25. 

55.  Sold  T.  Trice  mdse.,  $300,  receiving  cash. 

56.  Sold  for  cash,  at  discount  of  5  %  from  invoice  price,  all  mdse.  in  stock.    This 

mdse.  invoices  at  $500. 

57.  Gave  H.  Hunt  credit  for  salary  due  him,  $40. 

Post  to  ledger,  prepare  a  complete  statement  of  business,  and  close  ledger. 

The  supposition  is  that  the  business  will  be  continued. 
Merchandise  inventory  (insurance),  $20.83. 
Real-estate  inventory:   Insurance  policy  No.  1,  $20.83;   policy  No.  2,  $10.93; 

lots  and  building,  $3958;   total  real-estate  inventory,  $3989.76. 

Vocal  Music. 

Ten  weeks.  Rote  singing  is  taken  to  let  the  students  find  their  voices.  Dic- 
tation work  is  given  for  the  purpose  of  learning  scale  and  key  relationships. 
Note-reading  in  different  keys,  and  practice  in  timekeeping  in  different  kinds  of 
measure,  the  application  of  all  the  foregoing  to  sight-singing,  and  applying  the 
words  of  songs  to  tunes. 


BIG  CREEK  AND  BRIDGE,  NEAR  THE  SCHOOL. 


26  Fort  Hays  Auxiliary  State  Normal  School. 

Professional  Subjects. 

Psychology  D. — Ten  weeks.  An  introduction  to  the  science  of  psychology, 
intended  to  form  the  basis  for  the  work  of  the  more  advanced  course  in  the  sub- 
ject. The  chief  topics  of  mental  action  are  taken  up,  illustrated,  and  the  educa- 
tional aspects  emphasized.  Exercises  in  introspection  are  also  given,  with  the 
idea  of  stimulating  the  student  to  a  closer  observation  of  his  own  mental  proc- 
esses and  those  of  his  pupils.  An  arrangement  is  made  by  which  exceptionally 
strong  students  who  make  a  certain  grade  in  the  subject  may,  if  they  desire, 
complete  the  work  in  psychology  by  taking  child  study  and  ten  weeks  of  the 
course  in  G  psychology.     Halleck  is  used  as  text. 

Methods  —  General.— Ten  weeks.  A  text  on  methods  for  all  school  subjects 
is  studied  for  recitation.  The  teacher  in  charge  of  general  methods  supplements 
the  text  with  discussion  of  the  latest  and  most-approved  methods  of  teaching  the 
different  subjects. 

Theory  and  Practice  of  Teaching.    Twenty  weeks. 

Introduction. —  Need  of  special  study  of  school  management.  This  subject 
distinguished  from  related  subjects.  The  teacher  the  center  of  influence  in 
school  management. 

FIRST   TEN    WEEKS. 

I.— The  Teacher's  Preparation. 

1.  Natural  Equipment. — Physical  conditions  —  health,  temperament,  appear- 

ance. Intellectual  qualities:  Symmetrical.  Ability  sufficient  to  compre- 
hend and  explain.  Voice.  Moral  tendencies:  Self-control.  Sympathy 
with  children.     Altruism. 

2.  Reflex  Effects  to  be  Anticipated. — Nervousness.     Business  incompetency. 

Conservatism.  Affectation  and  conceit.  Bad  temper.  Limited,  but  mi- 
nute, knowledge.  Punctuality.  Persistence.  Freedom  from  temptations. 
Good  associations.     High  standard  of  morality.     Call  to  the  religious  life. 

3.  Habits  to  be  Cultivated. — Leadership.    Economy  without  parsimony.    Neat- 

ness and  order.  Courtesy.  Dignified  speech  and  conduct.  Exemplary 
life.     Bouyant  energy. 

4.  Gtneral  Training  for  a  Teacher. — Broad  scholarship.     Thorough  review 

of  common  branches,  including  the  study  of  them  with  reference  to  teach- 
ing. Accomplishments  enough  to  entertain.  Practical  citizenship.  Self- 
sacrificing  work.     Avocation  as  well  as  vocation. 

5.  Special  Training  for  a  Teacher. — Professional  studies  and  supervised  prac- 

tice.    How  and  where  obtained. 

II.— Preparing  for  a  Particular  School. 

1.  Certificates. — Law  for  particular  locality.     Examination  not  to  be  shunned. 

2.  Engaging  a  School. — Interviews.    Recommendations.     Teachers'  agencies. 

Indiscrimate  applications.  Seek  a  suitable  school.  Few  pupils  for  begin- 
ners. Rural  schools  for  rural  beginners,  and  urban  schools  for  urban  be- 
ginners. 

3.  Contract. — Legal  requirement:    Doubtful  points,  as  janitor,  and  vacations. 

Extra  requirements,  as  attending  meeting,  etc.     As  to  canceling  contract. 

4.  Learning  about  School. —  Confer  with  school  board.     Inspect  schoolhouse. 

Investigate  records.  Visit  previous  teacher.  Talk  with  patrons  and  pu- 
pils. 


Firvt  Annual  Catalogue,  2*3 

5.   Establishing  Acquaintance  and  Standing.    Attend  teachers1  meetings. 

Opportune  interviews.  Avoid  boasting  and  other  Indiscreet  talk.  .Meet 
pupils  and  patrons  personally.  Friendships  inclusive  rather  than  exclusive- 
Attitude  as  to  church  relationships,  politics,  etc.  Financial  standing  and 
investments. 

III.— Organizing  the  School. 

1.  Fir&t  Steps. —  Importance  of  first  impressions.     Value  of  organization.     He- 

ginning  permanent  organization  at  once.  Seating,  etc.  Taking  and  learn- 
ing names.     Opening  exercises.     Assigning  first  work. 

2.  Early  Art angements. — Janitor.    Signals.    Rules  of  procedure  distinguished 

from  rules  of  conduct.     Formation  of  classes  —  large  classes  versus  small. 
3  Formal  Announcements. —  Everything  in  its  own  time.     Program  of  study 
and  of  recitation.     Course  of  study  as  to  requirement  of  studies  and  as  to 
teacher's  discretion. 

4.  Details    of  Organization. — Coeducation.      Self-regulating     system.     Self- 

reporting.     School  self-government. 

5.  Records   and  Reports. — Legal  requirements.     Facts    about   parents,   for 

teacher's  use.  Facts  about  pupils,  for  teacher's  use.  Facts  about  parents 
and  pupils,  for  teacher's  reports  to  school  authorities.  Facts  about  pupils, 
for  reports  to  pupils  and  parents.     Alphabetic  arrangement. 

IV.— Managing  the  School. 

1.  Health  and  Safety  of  Pupils. —  Contagious  diseases,  and  law.     Accidents, 

fire  alarm,  etc. ;  know  what  to  do  in  common  cases.  Care  of  sick.  Fatigue, 
strain,  or  worry.     Care  of  special  senses. 

2.  Play  and  Gymnastics. — Children's  desire  for  play.     Teacher  know  good 

amusements.  The  school  recess.  Fresh  air  and  exercise  away  from 
school.     Gymnastics. 

3.  The  School  Spirit  and  the  Spirit  of  the  School.  —  School  enterprises,  such 

as  a  library,  a  savings-bank,  a  garden,  a  school  paper.  School  partizan- 
ship,  such  as  athletic  contests.  Enthusiasm  and  patriotism.  Keeping  of 
pupils  through  school  course.  Fairness  and  friendliness  between  teacher 
and  pupils. 

4.  Special  Occasions. — Teacher's  "treating."     Evening  debating  and  spelling. 

Public  reviews  of  work.  Rhetorical  exercises.  Celebration  of  anniver- 
saries, authors'  days,  etc.  Art  exhibits  and  other  pay  entertainments. 
School  excursions,  etc. 

5.  Miscellaneous  Suggestions. — Aim  of  teacher's  work.     Teacher's  manner 

and  manners.  Hobbies.  Teacher's  doing  too  much  for  pupils  and  talking 
too  much. 

V.— Schools  under  Loose  Supervision. 

1.  Rural  Schools. — Advantages.    Disadvantages.    Special  conditions  to  be  met. 

County  or  state  course  of  study,  and  system  of  pupil  examinations. 

2.  Rural  Schools  United. — Union  districts.     Township  system.     Consolidation 

of  schools. 

3.  Other  Schools  Loosely  Related. — Supported  by  public  funds:  County  high 

schools,  normal  schools,  agricultural  colleges,  state  universities.  By  en- 
dowments and  tuition  charges:  Academies  and  colleges,  parochial  schools, 
military,  manual-training,  business,  correspondence,  vacation. 

4.  Supervision  of  Schools  Loosely  Related. — National   supervision.      State 

supervision.     Supervision  of  smaller  territory. 


28  Fort  Hays  Auxiliary  State  Normal  School. 

5.  Items  of  Management. — Uniform  examinations  for  teachers.  State-fixed 
standard  for  independent  schools.  Teachers'  meetings  and  associations. 
Graduation.     Alumni. 

SECOND    TEN    WEEKS. 

VI.— Schools  under  Close  Supervision. 

1.  Importance  of  City  School  Systems. — Ratio  of  urban  to  rural  population 

increasing.  Influence  of  cities  in  national  affairs  increasing.  Dependence 
of  city  children  on  school  training. 

2.  City  Boards. — Large  versus  small  boards.     Appointment  versus  election. 

Representing  wards  or  whole  city.     Powers.     Tendencies  and  dangers. 

3.  Administration. — Need   of    close    supervision.     Types    of    superintendent. 

Distribution  of  supervising  functions.  The  superintendent  at  work. 
Business  manager.     Principals. 

4.  Kinds    of    School. — High    school.      Elementary    schools.     Kindergartens. 

Manual-training  schools.  Special  schools.  Teachers'  training  schools. 
Indian  schools  of  the  general  government. 

5.  Teachers   and  Pupils. — Certificating  of   teachers.     Election   of  teachers. 

Substitutes.  Assigning  of  teachers.  The  school  census.  Assigning 
pupils.  Law  as  to  separate  schools  for  two  races.  Visiting  other  schools. 
Examinations.     Promotions  and  demotions  of  teachers. 

VII.— The  People  and  the  School. 

1.  Providing  Financial   Support. — Voluntary  contributions  for  current  ex- 

penses.    Tuition  charges.     Taxes.     Endowments.     Expenditures. 

2.  The  People  Controlling. — The  electors.     The  elections.     Duties  of  board. 

Prerogatives  of  board.     Attitude  of  community. 

3.  Teachers. —  Choosing  teachers.    Upholding  teachers.    Encouraging  teachers. 

Retaining  teachers.     Tenure  of  office.     Pensioning  teachers. 

4.  Legislative  Provisions.  —  Length  of  school  year.    Forming  and  changing  dis- 

tricts. Compulsory  attendance.  Protection  of  schools  from  disturbance. 
Control  of  pupils  between  home  and  school. 

5.  The  Public  and  the  Teacher. — Spirit  of  cooperation.     Visit  the  teacher's 

work.     Use  of  schoolhouse  allowed  to  other  interests.     Interests  needing  a 

teacher's  voluntary  service.     Character  of  the  community,  as  affected  by 

the  school. 

VIII.— Material  Appliances. 

1.  Grounds  and  Building.  —  Location,  size  and  shape  of  grounds.     General 

structure  of  schoolhouse,  including  materials  and  exterior  appearance. 
Interior  finish.     Rooms  and  equipments  for  various  uses. 

2.  Light,  Heat,  and  Ventilation. — Provisions  for  light,  and  positions  of  pupils 

with  reference  to  light.  Heating  without  reference  to  ventilation.  Heat- 
ing connected  with  ventilation.     Heating  and  ventilation  interdependent. 

3.  Furniture  and  Apparatus.— Desks.     Seats.     Charts,  maps  and  other  ma- 

terial for  use  in  explanations.  Decorative  material.  Other  useful  appli- 
ances.    Window-curtains,  bookcases. 

4.  Books. — Reference  books.    Circulating  library.    Choice  of  text-books.    Plans 

to  secure  uniformity  and  cheapness  —  free  text-books. 

5.  Facilities  for  Using  Specimens  and  Experiments. — Natural-history  col- 

lections.    Mechanical  and  physical  laboratories. 

IX.-The  Class. 
1.    Preliminary  Considerations.  —  Object  and  importance  of  recitation.  Teach- 
er's preparation-for  a  particular  recitation.  Calling  and  controlling  classes. 
Miscellaneous  business. 


First  Annual  Catalogue, 


2<) 


( Iharaoteriftica  of  good 

Krrors  to 


2.    The    Teacher  Instructing.     Scope  of  this  work. 

teaching.     Recapitulations.     Assigning  lessons. 
',\.    Tin   Teacher  Testing.— Questioning.    Special  plans  for  testing. 

be  avoided.     The  teacher  as  a  listener.     Estimating  work. 

4.  The    Pupils    Reciting. —  General    participation.     Written    work.     Forms   of 

answers.     Questions  by  members  of  class.     Discovery  of  errors. 

5.  The  Pupils  Studying. — A  study  lesson.     Importance  of  attention.     Habit-, 

of  study.     Independence  in  study.     Making  up  missed  lessons.     Supple 
mentary  reading. 

X.— The  Individual  Pupil. 

1.  Personal  Peculiarities. — Necessity  of    adaptation.      Physical    limitations. 

Conditions  and  habits.     Surrounding  influences.     Objectionable  pupils. 

2.  Offenses  and  Offenders. —  Classes  and  causes.    Means  of  preventing.   Ways 

of  detecting.     Excusing  and  pardoning. 

3.  Rewards  and  Punishments. — Selection.    Privileges.    Promotions  and  demo- 

tions.    Corporal  punishment.     Suspension  and  expulsion. 

4.  Incentives   and   Motives. — Marking   system.     Dislike  for  the  unpleasant. 

Approbation  of  others.     Self-satisfaction.     Ends  of  study. 

5.  Character  Building. — Characteristics  of   the  student.     Training  through 

toil.     Training  for  citizenship.     Example  and  sympathy  of  teacher.     Mo- 
rality of  school  influences.     Moral  instruction. 


THE  GYMNASIUM. 

The  above  cut  shows  that  the  Gymnasium  is  well  equipped  with  modern  appliances. 
Regular  work  in  calisthenics  is  required  from  all  students,  while  ample  provision  is  made 
for  other  gymnastic  and  athletic  work. 


30  Fort  Hays  Auxiliary  State  Normal  School. 

Methods  in  Common  Brandies. 

Arithmetic  — The  entire  subject  is  reviewed  with  reference  to  methods  of 
teaching.  Especial  emphasis  is  placed  upon  methods  of  imparting  the  knowl- 
edge of  each  topic  to  pupils  who  are  taking  the  topic  for  the  first  time. 

Geography. — The  subject  is  presented  with  the  purpose  of  bringing  out  its 
educative  value  and  of  developing  principles  that  should  govern  in  the  selection 
of  matter  and  the  presenting  of  the  same.  The  connection  between  geography 
and  allied  subjects  is  used  to  emphasize  the  importance  of  geography  as  a  central 
study. 

The  work  of  an  entire  course  of  study  is  analyzed  grade  by  grade;  visits  are 
made  to  observe  class  work  in  the  public  schools.  Relief  work  in  mache,  sand 
and  chalk  modeling  are  taught.     The  larger  use  of  maps  and  globes  is  emphasized. 

From  the  simpler  home  lessons  to  the  study  of  physiographic  processes,  the 
teacher's  point  of  view  obtains. 

Grammar.  —  Pupils  taking  work  in  this  class  must  show  a  critical  knowledge 
of  English  grammar  and  have  power  to  present  any  section  of  the  work  after 
some  logical  method.  The  aim  of  this  class  is  to  acquire  methods  that  will  be 
best  adapted  for  the  presentation  of  the  various  phases  of  the  subject  and  to  the 
several  grades  of  the  public  schools.  Its  purpose  also  is  to  enable  the  student  to 
regard  his  pupils  as  subjects  to  be  taught,  and  the  principles  of  grammar  and 
methods  of  presentation  as  the  means  of  teaching  the  students. 

History. —  All  who  take  this  course  must  evidence  such  a  degree  of  proficiency 
in  American  history,  civil  government  and  parliamentary  law  as  will  enable  them 
to  pursue  a  critical  study  of  these  subjects.  The  course  will  have  for  its  aim  the 
determination  of  the  historical  methods  of  investigation  and  of  presentation. 
Laboratory  work  will  be  of  a  constructive  character  and  will  give  practical  value 
to  discovered  theories  and  principles. 

Reading. — The  course  of  lessons  in  methods  of  teaching  reading  includes  the 
method  of  presenting  the  consecutive  steps  in  reading  as  outlined  in  the  work  in 
elocution,  drill  on  the  elementary  sounds  and  methods  of  teaching  these  sounds, 
methods  of  teaching  reading  in  the  first  eight  grades  of  the  common  schools. 
Illustrated  lectures  on  voice  culture  and  gesture  are  also  given  in  this  course. 

Special  Classes. 

Arithmetic. —  Ten  weeks.  The  work  includes  a  consideration  of  integers, 
common  and  decimal  fractions,  and  denominate  numbers.  In  integers,  a  careful 
review  is  made  of  the  fundamental  operations  and  of  the  principles  involved  in 
greatest  common  divisor  and  least  common  multiple.  Emphasis  is  placed  upon 
the  two  conceptions  of  fractions,  as  a  divided  unit  and  as  an  expression  of  division ; 
from  these  ideas  the  principles  of  reduction  are  developed  and  the  application  of 
the  fundamental  operations  as  studied  in  integers  is  shown.  As  decimal  frac- 
tions differ  little  from  whole  numbers  except  in  the  value  of  the  unit,  the  princi- 
ples of  integral  operations  may  be  applied.  Denominate  numbers  differ  from 
integers  in  the  varying  composition  of  the  units,  but  the  underlying  principles 
are  identical.  Pupils  are  required  to  commit  the  principal  tables,  in  order  to  deal 
intelligently  with  the  various  problems.  In  all  work  rapidity  is  deemed  impor- 
tant, but  more  stress  is  placed  upon  an  intelligent  understanding  of  principles 
and  processes. 

Bookkeeping. —  Ten  weeks.  The  work  comprises  a  consideration  of  the  fun- 
damental principles  of  the  subject.  Exercise  is  given  in  the  opening  of  accounts 
and  the  keeping  of  an  ordinary  set  of  books.     Practice  is  given  in  writing  notes, 


First  Annual  Catalogue,  3J 

checks,  and  other  common  business  papers*  Accuracy  and  neatness  are  iniilted 
upon  at  all  times. 

Civil  Government.— Ten  weeks.  The  work  is  based  on  a  study  of  the  con- 
stitution  of  the  United  States.  The  history  of  the  formation  of  the  constitution 
is  briefly  considered.  The  composition  and  powers  of  the  different  departments 
of  the  government  are  carefully  studied.  Concrete  illustrations  are  used,  and 
matters  of  current  interest  in  affairs  of  the  government  receive  attention. 

Geography. — Ten  weeks.  The  work  comprises  a  complete  review  of  the  sub- 
ject. A  careful  study  is  made  of  North  America,  which  is  then  used  as  a  basis  of 
comparison  for  the  study  of  the  other  contirents.  No  effort  is  made  to  separate 
what  belongs  to  the  physical  from  what  belongs  to  the  political  aspects  of  the 
subject.  Physical  features  are  noted  and  their  effect  upon  life  considered.  The 
adaptation  of  the  earth  to  the  needs  of  man  and  the  mutual  relations  existing  be- 
tween the  two  are  made  the  central  features  of  the  study,  and  the  subject  is 
taught  solely  with  these  ideas  in  mind. 

Grammar. — Ten  weeks.  The  course  embraces  a  complete  review  of  the  sub- 
ject. The  sentence  is  made  the  basis  of  work ;  it  is  carefully  studied  with  respect 
to  structure,  uses,  and  forms.  The  parts  of  speech  are  studied  in  their  relation 
in  sentences  and  their  classification  and  properties  carefully  considered.  Appli- 
cation of  the  pupil's  knowledge  is  made  by  frequent  exercises  in  analysis  and 
parsing.  Effort  is  directed  towards  discouraging  the  formal  and  deductive  teach- 
ing of  grammar  and  toward  encouraging  the  consideration  of  it  as  a  living  subject 
in  which  the  pupil  is  to  become  interested. 

History. —  Ten  weeks.  A  careful  study  of  American  history  to  Washington's 
administration,  supplemented  by  a  brief  study  of  the  history  of  Kansas,  is  made. 
The  events  leading  directly  to  the  discovery  of  America  and  the  attempts  made 
by  the  leading  European  nations  to  obtain  territory  in  the  new  world  are  consid- 
ered. The  motives  that  prompted  colonization  are  carefully  noted.  The  English 
colonies  are  considered  in  groups,  a  careful  study  being  made  of  .the  principal 
colony  in  each  group  as  a  type  form.  Frequent  comparison  of  the  conditions 
existing  in  these  type  colonies  is  made.  The  French  and  Indian  war  is  regarded 
as  an  inevitable  struggle  for  supremacy  in  the  continent.  The  revolution  and 
the  final  establishment  of  a  new  government  are  treated  as  the  culmination  of 
forces  long  active.  Little  attention  is  given  to  the  conning  of  facts,  emphasis 
being  placed  upon  the  recognition  of  movements.  The  principle  of  cause  and 
effect  is  emphasized  throughout  the  work,  the  subject  being  treated  as  a  living, 
organized  whole,  rather  than  as  a  bundle  of  unrelated  particulars. 

Penmanship.— Ten  weeks.  The  object  of  the  work  is  threefold  :  (1)  To  give 
a  knowledge  of  the  forms  of  the  letters  and  of  their  combination  in  words;  (2)  to 
secure  an  easy  and  correct  movement;  (3)  to  obtain  a  fair  rate  of  speed.  All 
methods  are  directed  to  the  accomplishment  of  these  ends. 

Physical  Geography. —  Ten  weeks.  In  this  subject  the  text-book  is  followed 
quite  closely,  although  all  parts  do  not  receive  the  same  degree  of  attention. 
Facts  pertaining  to  the  shape,  size,  etc.,  of  the  earth  are  briefly  considered.  A 
careful  study  is  made  of  the  composition,  movements  and  states  of  the  atmos- 
phere. Special  attention  is  given  to  the  location  of  the  various  wind  belts,  and 
also  to  the  theory  of  the  formation  of  high  and  low  areas  and  the  resulting 
cyclonic  action.  Common  instruments,  as  the  thermometer  and  barometer,  are 
studied  and  their  uses  illustrated.  Current  weather  maps  are  noted  and  individ- 
ual observation  is  encouraged.  The  distribution  of  land  and  water  and  the  forma- 
tion of  plains,  plateaus,  etc.,  are  considered.     Careful  attention  is  given  to  the 


32 


Fort  Hays  Auxiliary  State  Normal  School. 


distribution  of  life  as  a  result  of  physical  causes.  Although  technical  knowledge 
is  sought,  yet  an  effort  is  made  to  emphasize  the  relation  of  physical  causes  and 
effects  rather  than  to  encourage  the  committing  of  unassociated  facts. 

Physics.— Ten  weeks.  The  work  in  physics  includes  the  whole  subject,  with 
the  exception  of  magnetism  and  electricity.  The  text-book  is  followed  closely 
and  as  much  experimental  work  as  possible  is  introduced.  The  application  of 
the  principles  of  the  science  to  every-day  life  is  emphasized.  Pupils  are  required 
to  write  the  results  of  experiments,  and  an  effort  is  made  to  arouse  a  true  scien- 
tific spirit  of  investigation  and  observation. 

Physiology. — Ten  weeks.  An  elementary  survey  of  the  whole  subject  is 
taken.  The  composition  and  structure  of  the  bones  and  their  adaptation  in  the 
skeleton,  the  structure  and  use  of  the  muscles,  nutrition,  circulation  and  res- 
piration receive  careful  attention.  The  nervous  system  and  the  special  sense 
organs  are  carefully  studied.  Hygiene,  the  effects  of  stimulants  and  narcotics 
and  the  general  care  of  the  body  are  emphasized.  Simple  experiments  are  in- 
troduced, and  observation  is  encouraged. 

Reading.  — Ten  weeks.  The  work  includes  a  consideration  of  the  funda- 
mental principles  of  elocution  as  well  as  exercises  in  interpretative  reading.  The 
association  of  expression  and  thought  is  emphasized.  Literary  analysis,  se- 
quence of  thought,  clearness  of  enunciation  and  the  various  forms  of  emphasis 
receive  careful  attention. 

Spelling. —  Ten  weeks.  The  work  embraces  not  only  exercises  in  spelling  but 
constant  drill  in  phonics.     Word  building  and  word  analysis  are  also  emphasized. 


Accredited  Schools, 

Graduates  holding  diplomas  from  county  high  schools  and  from  the  following 
city  high  schools  are  admitted  to  the  Normal  Department  without  examination : 


Abilene. 

Anthony. 

Argentine. 

Arkansas  City. 

Atchison. 

Atwood. 

Augusta. 

Axtell. 

Barclay. 

Belleville. 

Belle  Plaine. 

Beloit. 

Bunker  Hill. 

Burden. 

Burlingame. 

Burlington. 

Caldwell. 

Carbondale. 

Cawker  City. 

Centralia. 

Chanute. 

Cherryvale. 

Chetopa. 

Clay  Center. 

Clyde. 

Cotr'eyville. 

Coldwater. 

Colony. 

Concordia. 

Conway  Springs. 

Cottonwood  Falls. 

Council  Grove. 

Dodge  City. 


Douglass. 

Downs. 

El  Dorado. 

Elk  Falls. 

Ellsworth. 

Emporia. 

Erie. 

Eureka. 

Florence. 

Fort  Scott. 

Frankfort. 

Fredonia. 

Garnett. 

Garden  City. 

Gaylord. 

Glasco. 

Goodland. 

Great  Bend. 

Greensburg. 

Grenola. 

Halstead. 

Hartford. 

Hays. 

Herington. 

Hiawatha. 

Holton. 

Hope. 

Howard. 

Hoxie. 

Humboldt. 

Hutchinson. 

Independence. 

Iola. 


CITIES. 

Jetmore. 

Jewell  City. 

Junction  City. 

Kanopolis. 

Kansas  City. 

Kingman. 

Kinsley. 

Kiowa. 

La  Crosse. 

La  Cygne. 

Lakin. 

Larned. 

Lawrence. 

Leavenworth. 

Lebo. 

Lenora. 

Leon. 

Le  Roy. 

Lincoln. 

Lindsborg. 

Lyons. 

McPherson. 

Manhattan. 

Mankato. 

Marion. 

Marquette. 

Marysville. 

Mayfield. 

Medicine  Lodge. 

Minneapolis. 

Moline. 

Moran. 

Mound  City. 


Mound  Valley. 

Neodesha. 

Neosho  Falls. 

Ness  City. 

Newton. 

Norton. 

Nortonville. 

Oberlin. 

Olathe. 

Onaga. 

Osage  City. 

Osawatomie. 

Osborne. 

Oskaloosa. 

Oswego. 

Ottawa. 

Paola. 

Parsons. 

Peabody. 

Phillipsburg. 

Pittsburg. 

Pleasanton. 

Pomona. 

Pratt. 

Randolph. 

Reading. 

Rosedale. 

Rossville. 

Russell. 

Sabetha. 

St.  John. 

St.  Mary's. 

Salina. 


Scranton. 

Sedan. 

Sedgwick. 

Seneca. 

Smith  Center. 

Solomon. 

Stafford. 

Sterling. 

Stockton. 

Strong. 

Syracuse. 

Thayer. 

Tonganoxie. 

Topeka. 

Tribune. 

Troy. 

Valley  Falls. 

Wa  Keeney. 

Walnut. 

Wamego. 

Washington. 

Waterville. 

Wathena. 

Waverly. 

Wellington. 

Wellsville. 

Wetmore. 

Wichita. 

Williamsburg. 

Winchester. 

Winfield. 

Yates  Center. 


CATALOGUE 


OF  THE 


Western  Branch 

State  Normal  School. 

SECOND  YEAR,  1903-'04. 


HAYS,  KANSAS. 


ANNUAL  CATALOGUE 


OFFICERS   AND  STUDENTS 


OF   THE 


WESTERN  BRANCH 

STATE  NORMAL  SCHOOL. 


SECOND  YEAR— 190 3 -'04. 


HAYS,  KANSAS. 
1904. 


WESTERN  BRANCH  NORMAL  SCHOOL,  HAYS. 


Board  of  Regents, 


Term   Expires    in    1905. 

L.  B.  KELLOGG,  Esq Emporia. 

F.  J.  ALTS  WAGER,  Esq Hutchinson. 

Supt.  GEO.  T.  CODDING Louisville. 

Term   Expires    in   1907. 

SILVESTER  H.  DODGE,  Esq Beloit. 

E.  A.  ROSS,  Esq. Burr  Oak. 

Supt.  A.  H.  BUSHEY Pittsburg. 

Officers   of  the   Board. 

President Geo.  T.  Codding. 

Vice-president A.  H.  Bushey. 

Secretary L.  B.  Kellogg. 


S<  cond  A  nnual  <  'dialogue. 


Calendar  for   1904-*03 


1904. 


August  29  . . . 

Monday - 

August  30  . . . 

Tuesday 

November  3  . 

Thursday.  . . 

November  4  . 

Friday 

November  4  . 

Friday 

November  7  . 

Monday 

November  24 

Thursday.  . . 

November  25 

,   Friday 

December  23 

1905. 

Friday 

January  2 

Monday 

January  19  . . 

Thursday..  . 

January  20  .  . 

Friday 

January  20  .  . . 

Friday - 

January  23  . . 

Monday - 

February  22 . 

Wednesday.  - 

March  23 

Thursday.  . . 

March  24 

Friday 

March  24 

March  27 

Monday - 

May  21 . . .  Sunday. 

...   11:00  a.m. 

May  26...  Friday  . 

...     9:30  a.m. 

May  29  . . .  Monday 

Free  Entrance  and  Final  Examinations. 
First  Meetingof  Classes  for  First  Ten  Weeks. 
Dedication  of  New  Building. 

Free  Entrance  and  Final  Examinations. 

Close  of  First  Ten  Weeks. 
First  Meeting  of   Classes  for  Second  Ten 
Weeks. 

Thanksgiving  Vacation. 


y  Holiday  Recess. 
J 
Free  Entrance  and  Final  Examinations. 

Close  of  Second  Ten  Weeks. 
■First  Meeting  of    Classes  for  Third  Ten 

Weeks. 
School  Holiday. 

Free  Entrance  and  Final  Examinations. 

—  Close  of  Third  Ten  Weeks. 

—  First  Meeting  of   Classes  for  Fourth  Ten 
Weeks. 

—  Baccalaureate  Address. 

—  Commencement  Exercises. 

—  Opening  of  Summer  School. 


Western  Branch  State  Normal  School. 


The  Faculty. 


PRESIDENT. 

JASPER  N.  WILKINSON  (Illinois  Normal  University). 

PRINCIPAL. 

WILLIAM  S.  PICKEN  (Kansas  State  Normal  School), 

History  and  School  Organization. 
ASSISTANTS. 

ANNA  KELLER  (Kansas  State  Normal  School), 

English  and  Drawing. 

ERNEST  B.  MATTHEW  ( Kansas  State  Normal  School ) , 

Mathematics  and  Public  Speaking. 

EMILY  GROSSER  (Kansas  State  Normal  School), 

Librarian  and  Registrar. 

HARRY  L.  KEN?*  (Kansas  State  Normal  School), 

Natural  Sciences. 


Elected. 


Second  A  nnual  ( 'ataloque, 


CLASS  OF  1904. 


HAYS  BUILDING,  from  Normal  Park. 


Western  Branch  State  Normal  School. 


Register  of  Students, 

June  1903  to  May  1904. 


GRADUATING. 

' 

Name. 

Post-office. 

Bice,  Lulu  May, 

Plainville. 

Freese,  Alice  Lee,          .        . 

Hays. 

Haas,  Adam  Darius, 

McCracken. 

Leahy,  Elizabeth  Hortense, 

Hays. 

Shaffer,  Susie,        ...        .        .        .        .        .        . 

Hays. 

Snyder,  Lucie  Hortense  Hodge, 

Hays. 

NOT  GRADUATING. 

Note.— Single  letters  indicate  the  Normal  class  for  those  who  are  not  graduating.    The 
number  1  indicates  membership  in  special  class. 


Name. 
Atkinson,  Maude  Mae  (A)  . 
Barnes,  Carl  (1)  .  . 
Barnes,  Elma  Leota  (1) 
Basgall,  Catharine  Humilranna  (1) 
Basgall,  George  Joseph  (1)  . 
Baumer,  Luella  Iona  (A) 
Baxter,  Harry  (A) 
Bice,  Aurilla  Ellen  (A)  . 
Bice,  Claude  Francis  (B) 
Bice,  Clayton  Carlette  (B)  . 
Bice,  Clyde  Wisner  (A) 
Bice,  Gertrude  Iona  (A) 
Biehler,  Rose  Anna  (1)  . 
Bodmer,  Caleb  A.  (B)  . 
Bolster,  Charles  Alma  (D)  . 
Brown,  Ruth  Adell  (1)  . 
Brumitt,  Hannah  Ellen  (A)  . 
Brungardt,  Margaret  Clara  (A) 
Cave,  Maggie  Upton  (B) 
Clark,  Clara  Maude  (A) 
Close,  Harry  Higby  (1) 
Connelly,  Walter  Eugene  (B) 
Copeland,  Albert  Whitaker,  jr.  (1) 
Cousins,  Ona  (1)  . 
Cox,  Annie  Mary  (1)  . 
Craig,  Mary  Isabel  (A) 
Crocker,  Benjamin  Franklin  (A) 
Darkes,  Carrie  Mabel  (B) 
Dickerson,  Josie  May  (A) 
Dinkel,  George  (A) 
Dite,  Emma  (A)  . 
Durr,  Charles  Edward  (1)     . 


Post-office. 
Grainfield. 
Hays. 
Hays. 
Hays. 
Hays. 
Hays. 
Gorham. 
Plainville. 
Plainville. 
Plainville. 
Plainville. 
Plainville. 
Bosna. 
Bunker  Hill. 
Gove. 
Hays. 
Hays. 
Victoria. 
McCracken. 
Hays. 
Hays. 
Colby. 
Hays. 
Rexford. 
Hays. 
Hays. 
Hays. 

McCracken. 
Garden  City. 
Victoria. 
Ellis. 
Holyrood. 


Second  Annual  Catalogue. 


Name. 

Pott  <>lli<-'-. 

Dwelly,  Bertie  Estella  (1) ESdmond. 

Eberly,  Leona  Lelah  (1) 

Selden. 

Eberly,  Marie  Jerusia  (C)     . 

Selden. 

Edwards,  Gracie  Virginia  (A) 

Hampton. 

Floyd,  Grace  Mateel  (1) 

McCracken. 

Fox,  Frances  Elizabeth  (1)  . 

Russell. 

Freeland,  Edith  (1) 

Hays. 

Gardels,  Alma  Hilka  (1) 

Plainville. 

Gehman,  Wanda  Lydia  (A)  . 

Hays. 

Glass,  Mollie  (A)    . 

.      Ellis. 

Graham,  Ernest  Sylvester  (1) 

Stockton. 

Graham,  Thomas  William  (A) 

Stockton. 

Griffith,  George  Brosius  (1)  . 

.     Hays. 

Guilbert,  Carrie  Edna  (1)      . 

Banner. 

Hammer,  Charles  Calvin  (1) 

.      Codell. 

Healy,  Mary  Frances  (A) 

Wallace. 

Higgins,  Flora  Belle  (1) 

Hays. 

Hobbs,  Maude  May  (1) 

.      Turkville. 

Holmes,  Minnie  (1) 

.      Hill  City. 

Hutchings,  Louise  Beatrice  (1) 

Russell. 

Jantzen,  Leona  May  (1) 

Fairport. 

Johnson,  Christena  (A) 

Hays. 

Johnson,  George  (A) 

.      Hays. 

Johnson,  Sophia  (1) 

Hays. 

Johnson,  Sophus  (A) 

.      Hays. 

Joslin,  Katherine  Maud  (A) 

.      Hays. 

Joy,  Stephen  Arthur  (A) 

.      Hays. 

King,  Louella  Florence  (1)     . 

.      Turkville. 

Kramer,  Ira  Cephas  (1) 

Plainville. 

Kuhn,  John  Michael  (A) 

Hays. 

Law,  Clara  Floy  (A) 

.      Happy. 

Loreditsch,  Clara  Amelia  (B) 

Hays. 

Loreditsch,  Frank  Leonard  (1) 

Hays. 

Loyd,  Ulysses  (1)  . 

Leland. 

Lynman,  Laura  Catherine  (A) 

.      Studley. 

McClure,  Gertrude  Frances  (A) 

.      Ellis. 

McCord,  Millie  Pearl  (A)       . 

.      Codell. 

Martin,  Anis  Josephine  (1)    . 

Wa  Keeney 

Martin,  Myrtle  (1) 

Wa  Keeney 

Matthew,  Harry  Virgil  (1)     . 

Webster. 

Meier,  Alexander  (A)     . 

Hays. 

Middlekauff,  Casper  Joseph  (1) 

.      Hays. 

Miles,  Alma  Elizabeth  (1)     . 

Russell. 

Millard,  Floyd  Dale  (1) 

Ransom. 

Miller,  John  Oliver  (1) 

Natoma. 

Miller,  Thomas  Chester  (A) 

Natoma. 

Miller,  Willie  Mina  (B) 

Grenola. 

Mock,  Flora  Melvina  (1) 

.      Turkville. 

Mock,  Samuel  Allen  (1) 

Turkville. 

Motz,  Frank  S.  (1) 

Hays. 

Mullen,  Helen  (1) 

.      Hays. 

10 


Western  Branch  State  Normal  School. 


Name. 
Mulroy,  Mary  Agnes  (A) 
Murphy,  Katie  Marie  (A) 
Murray,  Agnes  Roseanna  (A) 
Myers,  Marguerite  Elnora  (J) 
Nelson,  Bertha  Marie  (1) 
Nelson,  Anna  Euphemia  (1) 
Neuenschwander,  Mathilde  (1) 
O'Brien,  Anna  (A) 
O'Brien,  Ella  (A)  . 
O'Connor,  Rose  (1) 
Park,  Mae  (1) 

Parkhurst,  Verna  Luvera  (A 
Pearce,  Henry  Earl  (A) 
Peer,  Ethel  (1) 
Piatt,  Walter  Albert  (1) 
Picken,  Chat  Alan  (C) 
Picken,  Lucy  Lillian  (C) 
Pierce,  Edith  Irma  (1) 
Pierce,  Ethel  Helena  (1) 
Prior,  Mary  Lovitt  (B) 
Prizer,  Robert  Morris  (B; 
Richards,  Lillian  Beatrice  (A) 
Riedel,  Rosa  Ludwicka  (A) 
Rixon,  Josephine  Lucretia  ( 
Rixon ,  Mabel  Mae  (1)     . 
Samuels,  Maude  Elizabeth  (A) 
Schumacher,  Joseph  A.  (1) 
Scott,  Logan  (1)     . 
Scott,  Lottie  Belle  (1)     . 
Seaman,  Catherine  (A) 
Sidwell,  Bertha  May  (A) 
Smith,  Ammy  Clyde  (1) 
Smith,  Francis  Marion  (C) 
Smith,  Gladys  Fay  (1) 
Smith,  Mary  Mazella  (1) 
Solomon,  Alma  Lucille  (1) 
Sperry,  Edna  (A) 
Sutton,  Anna  Belle  (A) 
Sutton,  Bertha  May  (I) 
Taylor,  Edith  Louella  (A) 
Tilton,  Ira  Clement  (B) 
Tilton,  Mrs.  Ira  Clement  (  \ 
Walsh,  Mary  Agnes  (1) 
Wallace,  Murray  (A) 
Ward,  Jennie  Ann  (A)  . 
Wilson,  Nora  Josephine  (A) 
Wood,  Edith  Pearl  (1)  . 
Young,  Dollie  Pearl  (1) 


Post-office. 
Hays. 
Lucas. 
Holy  rood. 
Ellis. 
Russell. 
Ellis. 
Banner. 
Lucas. 
Lucas. 
Waldo 
Hill  City. 
Plainville. 
Osborne. 
McCracken. 
Victoria. 
Hays. 
Hays. 
Hays. 
Hays. 

McCracken. 
Alton. 
Ellis. 
Tipton. 
McCracken. 
McCracken. 
Ellis. 
Victoria. 
Ransom. 
Hays. 
Kill  Creek. 
Hays. 
La  Crosse. 
Luray. 
Natoma. 
Natoma. 
Hays. 
Edmond. 
Hays. 

McCracken. 
Utica. 
Hays. 
Hays. 
Ellis. 
Hill  City. 
Hays. 
Hays. 
Hays. 
Palco. 


Second  Anumd  Catalogue. 


11 


Summary   of   Attendance. 

Skcond  Ykak 11 

D  Class 7 

C  Class 4 

F i KST  Year 62 

B  Class 11 

A  Class 51 

Special  Class 64 

Total  for  the  year 137 


Counties  Represented. 

The  following  counties  were  represented  during  the  past  year : 


Elk l 

Ellis 57 

Ellsworth 2 

Finney 1 

Gove 1 

Graham 9 

Ness 4 

Osborne 6 

Rooks 15 


Hush 11 

Russell 14 

Sheridan 4 

Thomas 2 

Trego 8 

Wallace 1 

Wichita 1 

Total 137 


12 


Western  Branch  State  Normal  School. 


Second  Annual  (  'atalogue. 


L8 


Course  of  Study. 


Figures  in  parentheses  signify  subjects  or  groups  of  subjects  to  be  previously  completed. 
A  star  signifies  half-term  subjects. 


First  Year. 


1.  Arithmetic. 

2.  Drawing. 

3.  Elocution. 

4.  Geography,  Physical  and  Political. 

5.  Declamation. 

II. 

<>.  Algebra.  (1) 

7.  Botany. 

8.  English. 

9.  General  History. 
lO.  Spelling. 


11. 

12. 
13. 
14. 

15. 
lO. 


17. 
18. 
19. 
20. 
21. 
22. 
23. 


Second  Year. 
111. 

Bookkeeping  and  Penman- 
ship. (1  or  6)* 

Rhetoric.  (8) 

School  Law  and  Management. 

Parliamentary     Law,     American 
History  and  Constitution. 

Vocal  Music.  * 

Pronunciation. 

IV. 

Geometry.  (6) 

Literature.  (12) 

Methods.  * 

Physics.  *  (6) 

Physiology.  * 

Psychology.  * 

Essay.  (5) 

Methods,  Common  Subjects. 


Admission  and   Credits. 

"OEFORE  admission  to  the  Normal  Department,  candidates  are,  in  accordance 
-*-'  with  the  law,  required  to  subscribe  to  the  following  declaration  and  agree- 
ment: 

"I  hereby  declare  that  my  purpose  in  entering  the  State  Normal  School  is  to  fit  myself  to 
teach  in  the  schools  of  Kansas,  and  I  solemnly  agree,  after  leaving  the  same,  to  report  to  the 
Principal  of  the  Faculty,  semiannually,  for  three  years,  my  location  and  occupation." 

Written  examinations  on  arithmetic,  reading,  geography,  grammar,  history, 
physiology,  writing  and  spelling  are  given  to  candidates  for  admission,  unless 
they  are  able  to  present  credentials  showing  work  as  thorough  and  comprehen- 
sive in  each  of  these  subjects  as  is  indicated  by  a  second-grade  certificate.  Grades 
for  such  admission  or  for  advanced  standing,  if  not  on  teachers'  certificates, 
should  be  presented  from  schools  attended,  and  such  grades  should  be  accom- 
panied by  the  statement  of  texts  and  time  in  which  they  were  made.  Blanks 
for  putting  these  grades  in  the  desired  form  will  be  furnished  on  application. 
Besides  the  subjects  named  above  for  admission  to  the  Normal  Department,  the 
other  subjects  of  a  first-grade  certificate,  except  theory  and  art  of  teaching,  must, 
unless  some  proficiency  has  been  attained,  be  taken  in  special  classes  before  be- 
ginning them  in  the  Normal  Department. 

Students  who  are  able  to  show  from  work  done  elsewhere  that  they  are  un- 
questionably strong  in  the  academic  work  of  arithmetic,  elocution,  geography, 
grammar,  and  American  history  and  constitution,  or  in  any  of  them,  will  be  al- 


14  Western  Branch  State  Normal  School. 

lowed  to  take  one  hour  per  week  of  methods  for  twenty  weeks,  in  the  afternoon, 
on  each  of  the  subjects  in  which  such  strength  is  shown,  and  academic  profi- 
ciency will  be  included  in  making  a  grade  on  this  work.  The  grade  made  in 
each  such  methods  class  will  stand  for  the  grade  for  the  subject. 

Subjects  in  the  Normal  course  will  be  credited  in  whole  or  injpart  for  students 
who  show  good  work  done  in  them  in  high  schools,  academies,  and  colleges. 

Certificates   and   Diplomas. 

The  law  establishing  the  school  provides  that  "Any  person  of  good  moral 
character,  over  sixteen  years  of  age,  having  been  in  actual  attendance  at  least 
twenty  weeks  at  the  above-named  School,  and  having  completed  the  course  of 
study  prescribed  by  the  said  Board  of  Regents,  shall  be  awarded  a  certificate, 
which  shall  be  a  legal  certificate  to  each  in  any  of  the  public  schools  of  the  state, 
except  high  schools,  and  good  for  one  year." 

Students  finishing  their  work  during  the  year  before  commencement  may 
have  their  diplomas  dated  when  the  work  is  completed,  but  not  delivered  until 
the  next  commencement,  when  all  the  class  are  expected  to  be  present  and  share 
in  the  responsibilities,  honors  and  pleasures  of  commencement  week. 

Exchange    of   Credits. 

Grades  on  work  done  and  credits  given  in  the  branch  Normal  School  will  be 
accepted  in  the  main  institution,  and  vice  versa,  but  no  student  having  failed 
in  a  study  in  one  school  will  be  allowed,  without  special  permission,  to  transfer 
to  the  other  before  he  has  made  up  the  failure  in  the  school  where  it  occurred. 

Fees. 

Final  examinations  outside  of  class,  and  entrance  examinations,  must  be  taken 
at  the  time  offered  in  the  calendar,  page  5,  or  a  fee  of  one  dollar  will  be  charged 
for  taking  examination  on  Monday  or  Tuesday  any  time  during  the  current  ten 
weeks. 

No  fees  are  charged  students  in  the  Normal  Department. 

Special  students  are  charged  five  dollars  per  half-term,  ten  weeks,  or  two  dol- 
lars per  subject,  if  less  than  three  subjects  are  taken. 

All  students  whose  residence  is  outside  the  state  immediately  preceding  the 
time  of  entrance  are  charged  five  dollars  extra  per  half-term,  with  the  usual 
charges  for  taking  subjects  irregularly  and  for  taking  subjects  in  special  classes. 

No  fees  will  be  refunded  except  in  case  of  protracted  sickness;  but  in  case  of 
absence  from  other  causes,  the  Principal  may,  at  his  discretion,  credit  unused 
balance  on  a  future  term. 

Examinations. 

A  fee  of  one  dollar  is  charged  for  all  special  examinations,  and  this  rate  is  ap- 
plied to  all  examinations  except  those  taken  on  the  days  announced  in  the  calen- 
dar as  free  days.  Such  examinations  are  given  on  Monday  or  Tuesday  of  any 
week,  and  the  payment  of  the  fee  once  pays  for  any  examination  desired  during 
the  current  ten  weeks,  except  that  candidates  for  graduation  cannot  take  exami- 
nation, unless  finals  in  class,  after  the  first  week  in  the  fourth  ten  weeks  of  the 
year.     Candidates  for  advanced  standing  will  be  subject  to  the  same  conditions. 


Second  Annual  (Uitalo<j\i,c.  15 


History  of  the  Western  Branch. 


rpilE  following  sketch,  taken  from  the  Thirteenth  Biennial  Report  of  the  State 
J-      Superintendent  of  Public  Instruction  (1901-'02),  deals  with  the  establish 
ment  of  this  School  and  a  portion  of  its  first  year's  existence : 

"Six  and  one-half  sections  of  land,  and  the  average  value  of  it  all  not  less 
than  twenty  dollars  an  acre  —  such  is  the  initial  financial  support  of  the  new 
school  which  the  state  has  opened  up  on  the  old  Fort  Hays  reservation,  adjoin- 
ing Hays.  The  reservation  was  abandoned  by  the  general  government  and  the 
soldiers  were  withdrawn  in  1889.  Neglect  and  the  usual  abuse  therefrom  was 
the  lot  of  the  buildings  and  land  for  nearly  a  dozen  years,  while  local  leaders  en- 
deavored to  get  various  measures  through  Congress  for  the  utilization  of  the 
land.  At  one  time  a  bill  passed  both  houses  of  Congress  authorizing  the  use  of 
the  plant  for  the  support  of  a  Kansas  home  for  old  soldiers.  It  passed  so  late  in 
the  session,  however,  that  President  Cleveland,  then  in  office,  let  it  die  from  lack 
of  time  to  consider  it.  During  the  summer  of  1899  the  reservation  was  declared 
open  for  settlement  by  a  subordinate  in  the  Interior  Department,  and  before 
higher  powers,  stirred  to  action  by  the  efforts  of  Representative  Reeder,  from 
that  congressional  district,  could  reverse  the  ruling,  almost  every  quarter- section 
was  squatted  upon  by  eager  settlers  in  search  of  homes.  In  March,  1900,  the 
Kansas  delegation  in  Congress  succeeded  in  getting  the  land  and  houses  set 
apart  for  educational  purposes  by  the  state  of  Kansas.  Contrary  to  the  usual 
policy  of  the  national  government,  the  whole  grant  was  made  conditional  upon 
the  state's  perpetual  maintenance  of  the  two  educational  institutions  named  in 
the  law  —  a  branch  of  the  State  Normal  School  and  an  experiment  station  of  the 
State  Agricultural  College.  The  state  may  not  convert  the  land  into  cash  nor 
part  with  any  portion  of  it.  It  must  be  a  permanent  support  for  the  two  educa- 
tional agencies. 

11  The  state  accepted  the  gift,  and  early  in  the  session  of  1901  the  legislature 
took  measures  to  make  the  grant  effective.  An  appropriation  of  $12,000  was 
made  for  the  biennium  ending  June  30,  1903,  for  the  organization  and  support 
of  the  School.  As  much  of  the  land  was  still  in  the  hands  of  the  squatters,  the 
law  provided  that  the  appropriation  was  not  to  be  available  until  a  clear  title  to 
all  the  land  was  vested  in  the  state.  The  Boards  of  Regents  took  the  matter  of 
title  up  with  the  Interior  Department,  and,  after  protracted  negotiations,  the 
matter  was  compromised  by  granting  to  such  settlers  as  had  gone  upon  the  land 
in  good  faith  leases,  in  no  case  extending  more  than  five  years,  rent  free.  These 
settlers  in  return  gave  up  to  the  state  all  their  title  to  the  lands.  Parties  hold- 
ing claims  but  not  on  the  land  in  good  faith  were  summarily  dispossessed  by 
ruling  of  the  Interior  Department.  These  steps  were  not  finished  for  nearly  a 
year  after  the  passage  of  the  law.  In  February,  1902,  President  Wilkinson,  as 
ex  officio  president  of  the  Branch  School,  began  to  formulate  plans,  and  the 
regents  of  the  State  Normal  School  took  first  steps  towards  organizing  the 
Branch  Normal  by  electing  as  Principal  Mr.  William  S.  Picken,  then  associate 
professor  of  history  and  Latin  in  the  State  Normal  at  Emporia,  an<l  Miss  Anna 
Keller  as  assistant  teacher.  Later  Mr.  J.  E.  Crawford  was  engaged  as  special 
teacher  for  the  summer  session  of  1902,  while  a  short  time  subsequent  Miss  Delia 


16 


Western  Branch  State  Normal  School. 


Sisler  was  added  to  the  regular  faculty  as  librarian  and  registrar.  Workmen 
had  been  put  at  work  remodeling  the  old  fort  buildings,  and  matters  were  pushed 
so  vigorously  that  quarters  were  in  readiness  for  the  opening  of  the  summer  term 
of  the  School  on  June  23,  1902.  The  first  regular  term  of  school  opened  Septem- 
ber 2,  with  a  body  of  earnest  students  in  attendance. 

"By  the  terms  of  the  state  law,  the  School  offers  the  first  two  years  of  the 
course  at  Emporia,  and  the  completion  of  this  course  entitles  the  graduate  to  a 
year's  state  certificate  and  to  admission  to  the  next  higher  work  at  Emporia,  with- 
out examination.  The  necessary  delay  in  establishing  the  School  left  a  fine  sum  of 
money  to  be  expended  in  equipment.  Nearly  all  of  the  $7000  appropriated  for 
the  first  year's  running  expenses  thus  went  for  library,  apparatus,  and  furniture. 
The  library  is  especially  well  selected  and  adapted  for  the  use  of  a  normal  school, 
and  is  thoroughly  catalogued.  Two  commodious  buildings  are  used  for  the  pur- 
poses of  the  School.  The  main  building  includes  assembly,  class,  library  and 
laboratory  rooms,  with  cloak-rooms  for  students,  and  principal's  office.  The 
second  building  is  used  for  gymnasium  and  operating  laboratory.  The  room  de- 
voted to  gymnasium  use  is  amply  large  for  the  purpose,  and  not  only  provides 
space  for  nearly  $500  worth  of  first-class  apparatus,  but  also  makes  a  place  well 
adapted  for  the  popular  game  of  basket-ball." 

Several  basket-ball  teams,  one  football  team,  one  baseball  team  and  a  tennis 
section  have  been  organized. 


* 

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1 

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UP  ¥* v 

all" r  it, 

^JH  Hm     .-*,a.  §H   p*    % 

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FOOTBALL  TEAM. 


Second  Annual  Catalogue.  17 


Miscellaneous. 


Discipline. 

SO  MANY  of  our  pupils  have  already  had  some  experience  in  practical  life,  that 
they  become  valuable  aids  in  developing  a  healthy  school  sentiment.  This 
renders  few  restraints  necessary.  Still,  every  effort  of  the  Faculty  is  given  to- 
wards making  the  pupils  self-reliant,  self- controlled  men  and  women;  and  those 
whose  best  endeavor  is  not  in  accord  with  this  purpose  are  summarily  dismissed 
from  the  School. 

Admittance  and  Credits  from  High  Schools. 

The  Principal  of  the  Faculty  will  take  pleasure  in  corresponding  with  school 
principals  and  superintendents  who  may  desire  to  make  such  arrangements  as 
may  be  necessary  in  order  that  their  high  school  diplomas  may  admit  candidates 
to  the  Normal  Department  of  the  School  without  examination,  or  who  may  con- 
template adopting  a  course  of  study  which  would  give  graduates  advanced 
standing.  (See  "Accredited  Schools,"  for  list  of  those  whose  diplomas  are  recog- 
nized.) 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the  regular 
recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a  student 
can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to  retain 
their  places  in  school.  One  who  does  not  carry  as  many  as  two  studies,  or  who 
habitually  fails  in  studies  taken,  is  required  to  show  the  Principal  cause  why  he 
should  not  be  dismissed. 

Advice. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  present  at 
the  opening  of  the  session.  The  student  who  is  behindhand  then  rarely  makes  up 
what  he  has  lost,  and  will  feel  a  constantly  increasing  embarrassment  throughout 
the  entire  term.  The  habit  which  is  thus  indulged  indicates  a  lack  of  fitness  for 
the  profession  of  teaching.  Those  students  whose  standing  is  to  be  determined 
by  examination  should  be  present  on  the  days  appointed;  otherwise,  they  will 
subject  themselves  to  the  inconvenience  and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  information 
that  it  does  not  supply. 

Summer  School. 

While  the  state  does  not  make  provision  for  a  summer  term,  the  Regents  have 
permitted  members  of  the  Faculty  to  hold  a  summer  school  in  the  Normal  build- 
ings for  the  past  two  seasons  and  are  ready  to  continue  the  privilege  if  there  is  a 
sufficient  demand  for  such  a  session.  Grades  made  in  this  summer  school  are 
entered  regularly  upon  the  books  of  the  institution. 

Correspondence  looking  toward  a  five  weeks'  session  of  the  summer  school, 
beginning  Monday,  May  29,  is  invited.  Address  William  S.  Picken,  Principal, 
for  particulars  as  to  fee,  etc. 


18 


Western  Branch  State  Normal  School. 


BASEBALL  TEAM. 


BASKET-BALL  TEAM. 


Second  A  nnual  ( -dialogue.  19 


Outline  of  Instruction. 


rplIE  following  brief  outline  of  the  work  done  in  the  different  branches  in- 
1       eluded  in  the  course  of  study  will  give  a  fair  idea  of  the  standard   main- 
tained.    Students  recite  daily  in  each  subject  named  below,  and  are  supposed  to 
spend  approximately  two  hours  per  day  in  the  preparation  of  the  lesson  assigned. 

Algebra  II. —  A  double  term's  work.  A  term's  previous  preparation  required. 
The  work  extends  through  simultaneous  quadratic  equations.  It  is  the  inten- 
tion to  give  the  work  in  such  a  manner  as  to  impart  power  in  original  investiga- 
tion, mastery  of  methods  of  teaching  the  subject,  ability  to  talk  and  chalk  at 
the  same  time,  and  ability  to  demonstrate  formally  and  rigidly  all  principles. 

Arithmetic  — Twenty  weeks.  Expertness  in  addition,  subtraction,  multipli- 
cation, division,  and  the  solution  of  problems;  mastery  of  many  subjects  found 
only  in  advanced  arithmetics;  ability  to  prove  every  principle  in  the  science; 
mastery  of  the  best  methods  of  presentation  and  explanation  to  beginners — our 
most  important  work. 

Bookkeeping  and  Penmanship.— Ten  weeks.  The  subjects  of  bookkeeping 
and  penmanship,  being  so  closely  related,  are  taken  as  a  single  subject  in  a  class 
of  methods.  No  particular  text  books  are  used,  although  the  texts  adopted  by 
the  state  receive  first  consideration.  The  work  is  pursued  with  special  reference 
to  the  methods  of  teaching  the  subjects  that  will  insure  the  best  results  in  the 
classroom.  In  bookkeeping  a  more  thorough  and  extended  familiarity  with  the 
science  of  accounts  is  secured.  In  penmanship,  as  an  art  of  form,  due  attention 
is  given  to  the  style  of  letters  best  suited  to  the  needs  of  the  pupil.  As  an  art  of 
expressing  thought,  much  time  is  devoted  to  methods  of  securing  desired  results 
through  correlation,  as  well  as  by  the  practice  of  writing,  as  a  distinct  branch  of 
education.  The  application  of  writing  to  bookkeeping,  grammar,  correspondence, 
and  other  subjects  is  fully  considered,  and  the  student  is  made  familiar  with  the 
various  theories  regarding  position  and  movement. 

The  course  offers  as  supplementary  work,  in  condensed  form,  suitable  data 
for  a  thorough  review  of  the  elementary  principles  of  bookkeeping.  A  simple 
form  of  cash-book,  journal  and  ledger  may  be  used,  although  these  exercises  are 
intended  particularly  for  drills  in  journalizing. 

Botany. — Twenty  weeks.  The  subject  naturally  subdivides  into  morpho- 
logical botany  and  physiological  botany;  each  continues  ten  weeks.  Morpho- 
logical botany,  with  laboratory  work  in  histology,  is  taken  during  the  first  and 
fourth  ten  weeks  of  the  school  year  and  during  the  first  half  of  the  summer  ses- 
sion. Physiological  botany,  with  laboratory  work  on  sporophytes,  is  pursued 
during  the  second  and  third  ten  weeks  of  the  school  year  and  during  the  second 
half  of  the  summer  session.  To  accommodate  those  who  are  to  teach  in  primary 
grades  of  the  public  schools,  the  work  in  morphological  botany  will  be  modified 
in  at  least  one  of  the  subdivisions  of  the  botany  class,  so  as  to  present,  with  the 
field  study  of  plants,  several  kindred  topics  in  nature  study. 

Declamation  and  Elocution. —  Twenty  weeks.  In  reading  and  speaking 
there  is  a  triple  aim  —  to  train  speakers  to  appeal  to  the  understanding,  the  emo- 


20  Western  Branch  State  Normal  School. 

tions  and  the  will  of  the  audience.  During  the  term  literature  ia  studied,  read 
or  recited  to  illustrate  literary  analysis,  sequence  of  thought,  clearness  of  enun- 
ciation, forms  of  emphasis,  word  pictures,  atmosphere,  tone  color,  rhythm,  move- 
ment, and  personation.  During  the  term  drill  is  given  in  the  formation  of 
elementary  sounds. 

Vocal  culture  includes  the  technique  of  the  speaking  voice,  with  exercises  for 
placing  tone,  support  of  tone,  smoothness,  flexibility,  volume,  force,  and  tone 
color ;  breathing  exercises ;  the  anatomy  and  physiology  of  the  respiratory  and 
vocal  organs,  and  the  hygiene  of  the  voice. 

Gesture  includes  relaxing  exercises,  poising  exercises,  principles  of  gesture, 
exercises  for  the  application  of  these  principles,  and  original  gesture  work.  Re- 
citals for  criticism  are  given  every  five  weeks.  The  grades  given  for  these  decla- 
mations count  as  rhetoricals  II. 

Drawing. — Twenty  weeks.  This  course  is  intended  to  give  training  for 
teaching  elementary  drawing  in  public  schools.  It  includes  the  elements  of 
scientfic  perspective  ;  the  principles  of  free-hand  perspective ;  the  application  of 
perspective  in  drawing  common  objects  in  outline,  light  and  shade,  and  color  ; 
elements  of  good  composition ;  proportions  and  action  of  human  figure  expressed 
in  silhouette ;  a  scientific  study  of  the  principles  which  underlie  pictorial  repre- 
sentation ;  a  practical  application  of  these  principles  in  drawing  from  groups  of 
still-life  and  from  geometric  solids;  advanced  work  in  free-hand  drawing  in  char- 
coal and  color,  and  in  design  ;  drawing  from  the  cast ;  landscape  compositions  in 
two  or  more  tones,  pencil  and  ink  sketches  of  the  interiors  and  exteriors  of  build- 
ings, streets,  trees,  etc.;  still-life  compositions  in  water-color;  designs  for  wood- 
carving,  pyrography,  and  iron  castings;  illustrating. 

This  class  makes  a  careful  study  of  the  course  of  drawing  adopted  for  use  in 
the  public  schools  of  the  state. 

In  case  of  students  whose  natural  limitations,  such  as  defective  vision,  pre- 
vent the  taking  of  the  above  work,  the  suggested  course  of  twenty  weeks  of  sub- 
stitute drawing,  given  at  Emporia,  will  be  accepted  for  this  term's  work. 

English. — Twenty  weeks.  In  the  first  ten  weeks  special  attention  is  given 
to  the  development  of  the  science  of  grammar  by  such  steps  as  teachers  must 
take  in  work  of  the  graded  schools;  to  the  study  of  the  various  idioms,  con- 
structions and  usages  that  have  proved  sources  of  difficulty  to  the  inexperienced 
teacher;  to  sentential  analysis,  for  the  purpose  of  enabling  the  pupil-teacher  to 
study  how  to  broaden  her  pupils'  conception  of  the  relation  of  thought  and  ex- 
pression, and  of  the  logical  relation  of  sentence  to  sentence,  as  well  as  sentence 
to  the  paragraph.  Familiarity  with  the  state  text  is  deemed  sufficient  prepara- 
tion for  beginning  this  half  of  the  work. 

In  the  second  ten  weeks  the  aim  is  threefold:  A  consciously  systematic  use  of 
the  grammatical  doctrine  acquired  in  course  one ;  a  critical  study  of  one  or  more 
classics ;  such  practice  in  the  constructive  units  of  composition  as  shall  prepare 
the  student  for  formal  work  in  composition  and  rhetoric. 

Essay. — The  training  in  essay  includes  work  along  lines  accumulative  and 
creative  —  the  former  for  the  purpose  of  establishing  habits  of  research  and  ac- 
quiring the  power  to  use  assimilated  knowledge  in  pursuing  lines  of  independent 
thinking;  the  latter  for  the  purpose  of  enabling  the  student  to  determine  the 
measure  of  his  own  power  to  do  original  work. 

Geography.— Twenty  weeks.  Geography  is  the  meaning  of  the  earth  to  man. 
The  old  definition  of  it  as  a  description  of  the  earth  is  obsolescent,  if  not  obsolete. 


Second  Annual  Catalogue  21 

In  place  of  being  almost  purely  a  memory  study,  geography  emphasizes  rela- 
tivity, and  so  appeals  to  the  reason.  The  method  used  in  the  study  of  the  sub- 
ject is  a  modified  form  of  what  is  known  in  the  German  schools  as  the  grouping 
method,  the  only  difference  being  that,  instead  of  classifying  the  facts  of  geog- 
raphy according  to  their  identity,  they  are  grouped  incidentally  about  the  under- 
lying principles  of  the  subject,  while  the  more  important  places  are  studied  as 
types.  There  is  no  attempt  to  separate  the  subject  matter  of  political  geography 
from  what  is  generally  put  under  physical  geography.  Fact  and  phenomenon 
are  taken  together.  The  cultural  side  of  the  study  of  geography  is  not  lost  sight 
of.  It  includes  the  reading  of  such  authors  as  Reclus,  Nansen,  Hedin,  Peary, 
Borchgrevink,  authoritative  articles  indexed  by  Poole,  pictures,  stereopticon  views, 
and  occasional  lectures  on  foreign  countries  by  people  who  have  visited  them  and 
who  are  able  to  bring  to  the  class  personal  impressions.  The  pedagogical  work 
in  geography  is  based  upon  psychological  values;  the  reading  on  this  phase  of 
the  subject  includes  articles  in  geographical  magazines,  and  the  books  of  such 
authors  as  Ritter,  Guyot,  Barker,  and  Redway;  the  teacher  introduces  object- 
lessons,  observational  work,  the  use  of  apparatus,  and  other  phases  of  geography 
teaching  in  the  public  schools.  The  course  of  twenty  weeks  differentiates,  for  a 
part  of  the  time,  so  that  some  sections  of  the  class  each  term  may  specialize  in 
preparation  for  teaching  the  grades,  and  others  may  prepare  for  the  teaching  of 
classes  more  advanced.  The  record  made  for  credits  will  not  be  affected  by  this 
differentiation.  The  classes  for  those  preparing  to  teach  in  the  grades  emphasize 
(\a)  North  and  South  America  ,  with  a  particular  study  of  United  States;  (b) 
Afeurasia  and  Australia,  dwelling  particularly  upon  Europe.  The  other  classes 
emphasize  commercial  geography. 

Geometry. — Twenty  weeks.  Ability  to  pass  a  thorough  examination  in  plane 
and  solid  geometry;  a  knowledge  of  how  to  investigate  relations  and  how  to 
teach  others  to  attain  the  same  end. 

History  and  Constitution,  American.— Twenty  weeks.  This  course  will 
include  a  careful  study  of  both  colonial  and  constitutional  periods.  The  aim  will 
be  to  present  phases  of  institutional  development  rather  than  to  secure  a  mastery 
of  mere  facts.  Laboratory  work  on  the  part  of  the  student  will  be  an  essential 
means  to  this  desired  end.  In  all  lines  the  work  will  be  formulated  upon  the 
basis  of  a  close  study  of  the  constitution.  Civics  will  embrace  the  following  sub- 
jects: Government  in  general,  its  origin,  its  forms,  its  relations,  its  methods  of 
operation;  our  own  government,  national  and  state;  the  various  departments, 
the  administration,  the  checks  and  balances,  the  tendencies  and  movements  of 
the  day.  Historic  evidences  will  find  a  large  place  in  this  field  of  study.  The 
principles  and  practice  of  parliamentary  law  will  be  connected  with  the  subject 
of  legislative  procedure;  the  discussion  will  cover  material  given  in  Robert's 
"Rules  of  Order." 

If  records  have  been  made  in  all  but  the  parliamentary  law  of  this  twenty 
weeks,  this  fragment  must  be  made  up  for  graduation. 

History,  General.— Twenty  weeks.  The  history  of  Greece  will  be  the  por- 
tion of  ancient  history  offered  in  a  period  of  ten  weeks.  The  aim  of  the  course 
is  to  familiarize  the  student  with  the  permanent  elements  of  Greek  history.  The 
attempt  will  be  to  present  the  chief  events  of  the  Hellenic  age,  and  to  give  an 
idea  of  the  conquests  of  Alexander,  with  especial  attention  to  the  spread  of  Greek 
civilization  through  these  conquests.  The  course  will  treat  fully  of  the  classical 
period,  and  give  an  account  of  the  main  events  in  the  later  history  of  Greece. 


22  Western  Branch  State  Normal  School. 

The  mythology  of  the  Greeks,  the  constitutional  development  of  the  states,  the 
literature,  philosophy  and  arts  of  the  people,  are  suggested  as  topics  illustrative 
of  the  kind  of  questions  to  be  emphasized.  Some  part  of  medieval  history,  to- 
gether with  the  history  of  Germany,  will  be  taken  with  the  Greek  history  to  make 
a  record  for  the  first  half  of  the  required  general  history. 

The  history  of  Rome  will  be  the  basis  of  an  alternative  ten  weeks'  course.  In 
this  course  a  brief  outline  will  be  given  of  the  origin  and  growth  of  the  Roman 
state;  the  development  of  the  Roman  constitution  under  the  republic;  the  erec- 
tion of  the  empire  on  the  ruins  of  the  republic;  the  decay  of  paganism  and  the 
rise  and  progress  of  Christianity,  and  the  beginning  of  modern  nations.  In  trac- 
ing the  history  of  Rome,  topics  like  the  following  will  be  given  special  attention : 
The  agrarian  laws,  the  provincial  system,  Hellenism,  the  development  of  parties, 
economic  conditions,  Roman  citizenship,  the  army,  the  frontiers,  and  the  contact 
with  barbarism.  Portions  of  medieval  history  not  offered  elsewhere,  and  French 
history,  will  complete  this  half-term  study. 

The  history  of  oriental  civilizations,  including  Egypt  and  portions  of  medie- 
val and  modern  history  not  covered  by  the  alternative  work  for  the  first  ten 
weeks,  as  offered  above,  will  be  the  subject  of  a  course  for  the  making  of  a  record 
on  the  first  half  of  the  subject  of  general  history,  if  the  demand  for  special  work 
in  history  should  extend  to  a  full  twenty  weeks  beyond  what  is  counted  for 
graduation. 

The  second  ten  weeks  of  the  twenty  will  be  devoted  exclusively  to  the  history 
of  England.  The  aim  of  the  course  is  to  familiarize  the  student  with  the  most 
important  facts  of  English  history,  and  to  teach  the  great  law  of  national  growth. 
The  development  of  English  political  institutions  will  be  carefully  studied  under 
the  following  heads:  Anglo-Saxon  and  Norman  institutions,  the  administrative 
systems  in  Norman  and  Plantagenet  kings,  the  development  of  the  representa- 
tive system  in  the  thirteenth  century,  the  great  struggle  for  parliamentary 
powers  in  the  fourteenth  and  fifteenth  centuries,  the  assumption  of  absolutism 
by  the  Tudors,  the  struggle  between  the  king  and  parliament  under  the  Stuarts, 
the  revolution  of  1688,  and  the  development  of  ministerial  government  under  the 
Hanoverian  kings.  Due  attention  will  be  given  to  the  relation  of  church  and 
state,  and  the  English  colonial  system. 

Literature. —  Twenty  weeks.  This  course  offers  (1)  a  study  of  the  great 
literary  movements,  the  spirit  that  animated  them,  and  the  men  whom  they  de- 
veloped; (2)  a  critical  study  of  some  of  the  great  masterpieces.  The  first  half 
of  the  time  is  devoted  to  men  and  movements  prior  to  the  middle  of  the  seven- 
teenth century,  and  to  the  study  of  Shakespeare. 

Methods,  Common  Branches. — The  entire  subject  of  arithmetic  is  reviewed 
with  reference  to  methods  of  teaching.  Especial  emphasis  is  placed  upon 
methods  of  imparting  the  knowledge  of  each  topic  to  pupils  who  are  taking  the 
topic  for  the  first  time. 

The  subject  of  geography  is  presented  with  the  purpose  of  bringing  out  its 
educative  value  and  of  developing  principles  that  should  govern  in  the  selection 
of  matter  and  the  presenting  of  the  same.  The  connection  between  geography 
and  allied  subjects  is  used  to  emphasize  the  importance  of  geography  as  a  cen- 
tral study. 

The  work  of  an  entire  course  of  study  is  analyzed  grade  by  grade;  visits  are 
made  to  observe  class  work  in  the  public  schools.  Relief  work  in  mache,  sand 
and  chalk  modeling  is  taught.    The  larger  use  of  maps  and  globes  is  emphasized. 


Second  An  until  Catalogue.  23 

From  the  simpler  home  lessons  to  the  study  of  physiographic  processes,  the 
teacher's  point  of  view  obtains. 

The  work  in  English  includes  the  application  of  general  principles  to  specific 
problems,  conferences  regarding  methods  of  presentation  to  determine  their  rela- 
tive values,  discussion  of  difficulties  that  arise  in  teaching  this  subject,  pupil 
criticism  of  pupils'  plan  of  work,  a  study  of  the  art  of  questioning,  so  as  to  guide 
the  pupil  in  his  effort  to  correct  wrong  modes  of  thinking,  and  to  adjust  himself 
to  those  that  are  valid. 

Methods,  General.— Ten  weeks.  A  text  on  methods  for  all  school  subjects 
is  studied  for  recitation.  The  teacher  in  charge  of  general  methods  supplements 
the  text  with  discussion  of  the  latest  and  most  approved  methods  of  teaching 
the  different  subjects,  and  the  special  teachers  of  those  subjects  also  supplement 
their  work  with  lectures  on  methods. 

Orthography. — Work  taken  from  Reed's  Word  Lessons,  omitting  the  work 
assumed  to  have  been  done  already  in  the  work  of  the  state  text,  and  omitting 
aiso  those  portions  of  the  book  which  are  not  strictly  spelling  drill. 

Parliamentary  Law. — Ten  weeks.  Class  meets  once  a  week.  The  methods 
of  procedure  in  legislative  bodies  more  fully  than  they  can  be  discussed  in  the 
class  studying  constitution  will  be  presented  here.  The  manual  on  the  subject 
will  be  supplemented  by  practical  exercises  in  participation  in  regularly  organ- 
ized parliamentary  assemblies.  All  students  in  the  Normal  Department  are  al- 
lowed to  attend  these  classes  if  they  choose  to  enroll  and  attend  regularly.  The 
record  made  in  this  work  counts  with  American  history  and  constitution,  and 
all  completing  that  record  will  do  the  work  of  this  class  during  the  last  term  in 
that  subject  if  the  parliamentary  law  record  has  not  been  previously  made. 

Physics. — Two  separate  terms  of  work,  taken  with  Carhart  and  Chute's  High 
School  Physics  as  a  text.  The  numbers,  together  with  the  topics,  refer  to  the 
paragraph  of  the  text.     The  division  of  problems  is  not  shown. 

First  Term.  —  Persons  eligible  to  the  county  professional  certificate  may  enter 
this  class  regardless  of  antecedent  work.  Subjects  included  in  the  Institute 
Course  of  Study  issued  by  the  State  Board  of  Education,  and  some  additional 
topics:  Definition  of  matter  (1) ;  Properties  of  matter,  general  and  special  (6) ; 
Extension — dimensions  (7);  Measurement  of  extension  (8);  Distinction  between 
mass,  volume,  and  weight  (9);  Measurement  of  mass  (10);  Impenetrability  (11); 
Porosity  (12);  Inertia  (13);  Elasticity  (14);  Plasticity  (16);  Cohesion  (17);  Crystal- 
lization (19);  Tenacity  (20);  Malleability  (21);  Ductility  (22);  Hardness  (23);  Dif- 
fusion (25);  Osmosis  (27);  States  of  matter  (28);  Definition  of  mechanics  and  force 
—  effects  of  force  (29);  Motion,  rectilinear,  curvilinear  (30);  Velocity,  uniform, 
variable  (31);  Formula  for  uniform  motion  (32);  Acceleration,  uniform,  positive, 
negative  (33);  Momentum,  formula(39);  Newton's  law  of  motion  (41);  Units  of  force, 
gravitation  and  absolute  (44);  Graphic  representation  of  force  (46);  Composition 
of  forces  (47);  Resolution  of  a  force  (48);  Center  of  gravity  (55);  Equilibrium 
(56);  Three  kinds  (57);  Illustration  (58);  Stability  (59);  Uniform  acceleration 
applied  to  falling  bodies  —  formula?  (60);  Law  of  falling  bodies  (61);  Projection 
upward  (63);  Simple  pendulum  (68);  Definition  of  terms  (70);  Laws  of  pendulum 
(71);  Experimental  illustration  (72);  Seconds  pendulum  (73);  Compound  pendu- 
lum (74);  Utility  of  pendulum  (77);  Work  (78);  Units  of  work  (79);  Time  not  an 
element  (80);  Power  (81);  Energy  (82);  Potential  (83);  Kinetic  energy  (84); 
Measure  of  kinetic  energy  (85);  Machine  (89);  Mechanical  adv.  (90);  General 
law  (91);   Efficiency  (92);   Illustration  (95) ;   Wheel  and  axle  (96);   The  pulley 


24  Western  Branch  State  Normal  School. 

(98);  System  of  fixed  and  moveable  pulleys  (99);  Mechanical  advantage  of 
pulleys  (100);  Inclined  {plane  (101);  Mechanical  advantage  of  inclined  plane 
(102) ;  Wedge  (103) ;  Screw  (104) ;  Mechanical  advantage  of  screw  (105) ;  Charac- 
teristics of  a  fluid  (113);  Liquids  and  gases  (114);  Cohesion  in  liquids  (115); 
Surface  tension  (117);  Capillary  phenomena  (119);  Laws  of  capillary  action  1,2, 
3  (120);  Pascal's  principle  (124);  Hydraulic  press  (126);  Pressure  due  to  gravity 
(127);  Pressure  independent  of  shape  (129);  Liquids  in  communicating  tubes 
(132);  Buoyancy  (134) ;  Principle  of  Archimedes  (135) ;  Equilibrium  of  floating 
bodies  (138);  Density  of  a  body  (140);  Density  of  a  solid  (142);  Examples  (143); 
Density  of  liquids  (144);  Torricellian  experiment  (146);  Mercurial  barometer  (148); 
Air-pump  (151);  Siphon  (157);  Suction-pump  (159);  Force-pump  (160);  Vibration 
(164);  Wave  length  (169);  Definition  of  sound  (174);  Source  of  sound  (175);  Air  a 
medium  (176);  Liquids  as  media  (177);  Solids  as  media  (178);  Sound  waves  (179); 
Velocity  in  air  (180);  Velocity  in  gases  (181);  Velocity  in  liquids  (182);  Velocity 
in  solids  (183);  Physical  intensity  (195);  Effect  of  amplitude  (196);  Effect  of  dens- 
ity of  medium  (197);  Effect  of  distance  (198);  Beats  (202);  Number  of  beats  (203); 
Musical  sounds  (204);  Pitch  (205);  Intervals  (207);  Diatonic  scale  (208);  Laws  of 
strings  (211);  Fundamental  tone  (213);  Overtones  and  harmonics  (215);  Laws  for 
air  columns  (217);  Definition  of  quality  (220);  Quality  of  overtones  (221);  Con- 
sonants and  dissonants  (223);  Vibration  of  rods  (224);  Vibration  of  plates  (225); 
Definition  of  light  (228);  Definition  of  terms  (229);  Speed  (230);  Images  by  small 
apertures  (233);  Regular  reflection  (239);  Law  of  reflection  (240);  A  mirror 
(242);  Image  of  an  object  (244);  Focus  (250);  Refraction  (256);  Laws  of  refrac- 
tion (259);  A  lens  — six  kinds  (269);  Terms  defined  (270);  Analysis  of  white  light 
—  spectrum  (277);  Chromatic  aberration  (279);  Rainbow  (282);  Spectroscope 
(283);  Fraunhofer's  lines  (285);  Spectrum  analyses  (286);  Simple  microscope 
(295);  Astronomical  telescope  (297);  Projection  liner  (299);  Nature  of  heat  (306); 
Temperature  (307) ;  Measuring  temperature  (308) ;  Thermometer  (309) ;  Neces- 
sity of  fixed  points  (310);  Marking  of  fixed  points  (311);  Thermometer  scale 
(312) ;  Air  thermometer  (315) ;  Expansion  of  solids  (316) ;  Unit  of  heat  (325); 
Thermal  capacity  (326);  Specific  heat  (327);  Specific  heat  by  method  of  mixtures 
(328);  Heat  of  fusion  (333);  Vaporization  (335);  Heat  of  vaporization  (342);  Three 
modes  of  transmitting  heat  (343);  Conduction  (344);  Conductivity  of  liquids  (345); 
Convection  (348);  Ventilation  (349);  Radiation  (350);  Heat  and  mechanical  action 
(355);  Numerical  relation  between  heat  and  work  (356);  Steam-engine  (357);  Lode- 
stone  (358);  Artificial  (359);  Induced  magnet  (367);  Permanent  and  temporary  mag- 
net (369) ;  Lines  of  magnetic  force  (374) ;  The  earth  a  magnet  (378) ;  Magnetic  dip 
(380) ;  Declination  (381) ;  Line  of  no  declination  (382) ;  Electrical  attraction  (383); 
Attraction,  mutual  (384);  Electrical  repulsion  (385);  Two  kinds  of  electrification 
(386);  Electroscope  (388);  Use  of  (389);  Conductors  and  non-conductors  (391); 
Electricity  by  induction  (393);  Charging  body  by  induction  (394);  Leyden  jar 
(408);  Brush  discharge  (421);  Lightning  (422);  Lightning  flashes  (423);  An  elec- 
tric current  (428) ;  Simple  voltaic  cell  (429) ;  Electromotive  force  (432) ;  Detection 
of  current  (433) ;  Polarization  (436) ;  Electrolysis  (445) ;  Electrolysis  of  copper  sul- 
phate (446) ;  Electrolysis  of  water  (447) ;  Resistance  (460) ;  Unit  of  resistance  (461) ; 
Strength  of  current  (464);  Electromotive  force  (465);  Ohm's  law  (466);  Series 
(468) ;  Parallel  (469) ;  Relative  advantages  (470) ;  Voltmeters  (474) ;  Divided  circuits 
(476):  Wheatstone's  bridge  (479);  Electromotive  force  induced  by  magnets  (480); 
Currents  induced  by  other  currents  (481);  Induction  coil  (485);  Roentgen  rays 
(491);  Dynamo-electric  machine  (491);  Ideal  dynamo  (494);  Electric  motor  (500); 
Transformers  (502) ;  Open  and  closed  arcs  (504) ;  Arc  lamp  (505) ;  Incandescent 
lamp  (506);  Electric  telegraph  (507);  The  line  (508);  Key  (509);  Sounder  (510); 


Second  A  nn  mil  (  'd/dloijltc.  2f> 

Relay  (511);  Battery  (512);  Signals  (513);  Telegraph  system  (514);  Electric  travel 
(516);  Coherer  (517) ;  Receiver  for  waves  (518);  Marconi  system  (51  9) ;  Telephone 
(520);   Blake  transmitter  (522). 

Physiology  IV. —  Students  beginning  the  work  in  this  class  are  supposed  to 
have  had  already  preparation  sufficient  to  enable  them  to  pass  the  Kansas  ex- 
amination for  the  county  certificate.  The  more  easily  grasped  portions  of  Mar- 
tin's Human  Body,  Advanced  Course,  are  taken  in  this  term.  Laboratory  work 
is  given. 

Pronunciation. — First  ten  weeks.  Drill  work  from  the  text  used,  including 
all  the  lists  printed  with  diacritical  markings,  and  including  also  as  much  pre- 
ceding those  lists  as  time  allows. 

Second  ten  weeks.  Portions  of  the  text  succeeding  that  assigned  for  the  first 
ten  weeks.     Work  in  the  dictionary. 

Psychology  D. —  Teh  weeks.  An  introduction  to  the  science  of  psychology, 
intended  to  form  the  basis  for  the  work  of  the  more  advanced  course  in  the  sub- 
ject. The  chief 'topics  of  mental  action  are  taken  up,  illustrated,  and  the  educa- 
tional aspects  emphasized.  Exercises  in  introspection  are  also  given,  with  the 
idea  of  stimulating  the  student  to  a  closer  observation  of  his  own  mental  proc- 
esses and  those  of  his  pupils.  An  arrangement  is  made  by  which  exceptionally 
strong  students  who  make  a  certain  grade  in  the  subject  may,  if  they  desire, 
complete  the  work  in  psychology  by  taking  child  study  and  ten  weeks  of  the 
course  in  G  psychology.     Halleck  is  used  as  text. 

Rhetoric. —  Double- term  subject.  The  aim  is  threefold:  (1)  To  read  appre- 
ciatively and  with  culture  results  the  various  styles  of  literature;  (2)  to  furnish 
systematic  practice  in  the  three  types  of  prose  composition  —  narration,  descrip- 
tion, exposition,  with  particular  reference  to  the  development  of  the  formal  essay 
and  the  critique;  (3)  to  enable  the  pupil  to  teach  effectively.  The  paragraph, 
both  as  a  unit  and  as  a  integral  part  of  the  whole  composition,  receives  much 
attention.  Daily  written  exercises,  biweekly  themes  and  outlines  are  required. 
Accumulative  themes  cultivate  the  habit  of  intelligent  and  critical  research  in 
the  library.     Written  criticism  follows  the  study  of  selected  English  classics. 

School  Law  and  Management. —  Twenty  weeks.  This  subject  is  classified 
as  work  to  be  pursued  during  the  second  year,  although  the  pupil  is  allowed  to 
enter  these  classes  any  time  after  taking  up  the  work  in  the  Normal  Department. 
For  recitation,  a  text  —  Wilkinson's  School  Management  — is  studied  in  connec- 
tion with  the  statutes  of  the  state  bearing  upon  and  regulating  our  public- 
school  system.  Especially  is  the  pupil  required  to  become  familiar  with  the  laws 
authorizing  the  issuance  of  all  certificates  recognized  as  qualifying  a  teacher  to 
teach,  the  origin  and  maintenance  of  the  state  permanent  school  fund,  the  source 
and  distribution  of  the  state  annual  school  fund,  and  the  theory  of  taxation. 
The  study  and  discussion  of  the  management  of  the  rural  schools,  and  those 
schools  which  are  more  closely  supervised,  both  as  to  discipline  and  methods  of 
conducting  recitation,  is  an  important  feature  of  the  work  done  in  this  subject. 

Scope  of  the  work  for  the  last  ten  weeks  —  five  general  problems :  City  schools 
and  their  work,  including  a  special  study  of  high  schools;  the  relation  of  the 
people  to  the  schools ;  material  appliances  in  the  economy  of  the  school ;  the 
class  and  questions  of  the  classroom;  the  individual  pupil,  and  matters  pertain- 
ing to  his  growth  and  control. 

Nature  of  the  work;  such  as  to  require  the  use  of  an  extensive  and  well- 
selected  library.  A  mere  suggestion  of  a  general  classification  of  the  sources  is 
here  given  to  illustrate  this  point.     Books  on  school  law,  management,  theory 


26 


Western  Branch  State  Normal  School. 


HAYS  BUILDING,  AS  SEEN  FROM  THE  CANYON. 


A  VIEW  IN   NORMAL  PARK,  HAYS. 


Second  A  nnual  ( 'dialogue. 


27 


and  practice,  etc.  The  list  of  Buch  hooks  in  this  Bulletin  will  suggest  the  possi- 
bilities in  this  line..  Periodicals  bearing  directly  on  school  problems,  as  the  re- 
ports of  the  National  Commissioner  of  Eduoation,  the  National  Educational 
Association,  and  complete  files  of  educational  journals.  Special  reports  from 
pamphlets,  such  as  courses  of  study,  state  and  city,  reports  on  city  schools, 
manual-training  schools,  the  library  in  relation  to  the  public  schools,  etc.;  court 
decisions,  official  opinions,  etc. 

The  student  is  required  to  study  each  problem  according  to  the  following 
plan  of  the  work  : 

General  —  (a)  Law:  (1)  The  school  law  of  Kansas  as  it  is.  (2)  Comparative 
school  law,  showing  likeness  and  differences  in  tho  laws  of  the  various  states. 
(3)  Interpretation  —  opinions  of  attorneys-general  and  court  decisions.  (4)  Ideal 
conditions  and  the  opportunities  of  the  teacher,  (b)  Management:  (1)  Study  of 
fundamental  principles.  (2)  A  knowledge  of  the  present  status  of  school  prob- 
lems. (3)  A  comparison  of  the  management  of  the  schools  of  other  countries 
and  of  the  United  States;  (4)  of  other  states  and  Kansas. 

Special  study:  (a)  The  pupil  is  to  work  out  some  original  problems,  making 
a  report  of  the  same,  (b)  Each  student  is  to  do  some  systematic  library  work,  to 
the  end  that  he  may  be  able  to  use  sources  intelligently  and  that  he  may  gain 
skill  in  forming  judgments. 

The  recitation:  (a)  The  student  is  to  give  what  others  say — a  synopsis  of  an 
article  read  on  a  given  subject.  ( b )  He  is  to  present  the  arguments  for  and 
against  a  given  subject.  (c)  His  own  opinions  and  the  reasons  therefor  are  to 
be  clearly  stated,  (d)  A  part  of  the  work  is  given  by  the  instructor  in  the  form 
of  lectures. 

Vocal  Music— Ten  weeks.  Rote  singing  is  taken  to  let  the  students  find 
their  voices.  Dictation  work  is  given  for  the  purpose  of  learning  scale  and  key 
relationships.  Note-reading  in  different  keys,  and  practice  in  time-keeping  in 
different  kinds  of  measures,  the  application  of  all  the  foregoing  to  sight-singing, 
and  applying  the  words  of  songs  to  tunes. 


THE  GYMNASIUM. 


28 


Western  Branch  State  Normal  School. 


Accredited  Schools. 

Graduates  holding  diplomas  from  county  high  schools  and  from  the  following 
city  high  schools  are  admitted  to  the  Normal  Department  without  examination : 


Abilene. 

Anthony. 

Argentine. 

Arkansas  City. 

Atchison. 

Atwood. 

Augusta. 

Axtell. 

Barclay. 

Belleville. 

Belle  Plaine. 

Beloit. 

Bunker  Hill. 

Burden. 

Burlingame, 

Burlington. 

Caldwell. 

Caney. 

Carbondale. 

Cawker  City. 

Centralia. 

Chanute. 

Cherryvale. 

Chetopa. 

Clay  Center. 

Clyde. 

Coffeyville. 

Coldwater. 

Colony. 

Concordia. 

Conway  Springs. 

Cottonwood  Falls. 

Council  Grove. 


Dodge  City. 

Douglass. 

Downs. 

El  Dorado. 

Elk  Falls. 

Ellsworth. 

Emporia. 

Erie. 

Eureka. 

Florence. 

Fort  Scott. 

Frankfort. 

Fredonia. 

Garnett. 

Garden  City. 

Gaylord. 

Glasco. 

Goodland. 

Great  Bend. 

Qreensburg. 

Grenola. 

Halstead. 

Hartford. 

Hays. 

Herington. 

Hiawatha. 

Holton. 

Hope. 

Howard. 

Hoxie. 

Humboldt. 

Hutchinson. 

Independence. 


Iola. 

Jetmore. 

Jewell  City. 

Junction  City. 

Kanopolis. 

Kansas  City. 

Kingman. 

Kinsley. 

Kiowa. 

La  Crosse. 

La  Cygne. 

Lakin. 

Larned. 

Lawrence. 

Leavenworth. 

Lebo. 

Lenora. 

Leon. 

Le  Roy. 

Lincoln. 

Lindsborg. 

Lyons. 

McPherson. 

Manhattan. 

Mankato. 

Marion. 

Marquette. 

Marysville. 

Mayfield. 

Medicine  Lodge. 

Minneapolis. 

Moline. 

Moran. 


Mound  City. 

Mound  Valley. 

Neodesha. 

Neosho  Falls. 

Ness  City. 

Newton. 

Norton. 

Nortonville. 

Oberlin. 

Olathe. 

Onaga. 

Osage  City. 

Osawatomie. 

Osborne. 

Oskaloosa. 

Oswego. 

Ottawa. 

Paola. 

Parsons. 

Peabody. 

Phillipsburg. 

Pittsburg. 

Pleasanton. 

Pomona. 

Pratt. 

Randolph. 

Reading. 

Rosedale. 

Rossville. 

Russell. 

Sabetha. 

St.  John. 

St.  Marys. 


Salina. 

Scranton. 

Sedan. 

Sedgwick. 

Seneca. 

Smith  Center. 

Solomon. 

Stafford. 

Sterling. 

Stockton. 

Strong  City. 

Syracuse. 

Thayer. 

Tonganoxie. 

Topeka. 

Tribune. 

Troy. 

Valley  Falls. 

Wa  Keeney. 

Walnut. 

Wamego. 

Washington. 

Waterville. 

Wathena. 

Waverly. 

Wellington. 

Wellsville. 

Wetmore. 

Wichita. 

Williamsburg. 

Winchester. 

Winfield. 

Yates  Center. 


Text-book  List. 


Algebra  

Arithmetic j 

Bookkeeping 

Botany ) 

Civil  Government 

Drawing 

Elocution 

English  Grammar \ 

Geography,  Physical 

Geometry 

History,  General 

History,  Kansas 

History,  United  States 

Literature,  American 

Literature,  English 

Methods  of  Teaching 

Music 

Penmanship 

Physics 

Physiology 

Psychology 

Rhetoric 

School  Law  and  Management 

Spelling 


Wells $1  50 

Wentworth's  Mental 22 

American  Comprehensive 65 

Goodyear 44 

Bergen's  Foundations 1  20 

Gray's  Field,  Forest,  and  Garden 1  44 

Andrews 1  00 

Kellogg  and  Taylor 44 

Thompson  ( 8  books ) 88 

Marsland 1  12 

Hoenshel 38 

Longman 65 

Davis 88 

Wentworth 88 

Myers 1  50 

Prentis 66 

Davidson 55 

McLaughlin 1  40 

Matthews 1  00 

Simonds 1  25 

McMurry 90 

Fullerton's  Choice  Songs 35 

Easel  — Crane  &  Co 06 

Carhart  and  Chute,  high  school  edition. .  1  25 

Martin's  Human  Bodv,  Unabridged 2  50 

Halleck " 1  25 

Mother    Tongue,    Elements    of    English 

Composition 1  00 

Wilkinson 40 

Hewett 11 

Reed's  Word  Lessons 25 

Wilkinson's  Orthoepy 40 


Second  Annual  Catalogue, 


29 


Periodicals  in  the  Library. 


Star,  Kansas  City,  Mo. 


Bee,  Bison. 
Chronicle,  Scott  City. 
Epworth  Herald,  Chicago. 
Free  Press,  Hays. 
Gazette,  Plainville. 
Harper's  Weekly,  New  York. 
Literary  Digest,  New  York. 


DAILY. 

|   Capital,  Topeka,  Kan. 


WEKKLIKS. 


News,  Hays. 

Record,  Stockton. 

Republican,  Enterprise. 

Republican,  Hays. 

Scientific  American,  New  York. 

State  Normal  Bulletin,  Emporia. 

Youth's  Companion,  Boston. 


MONTHLIES,  BIMONTHLIES,    AND   QUARTERLIES. 


Century,  New  York. 
Current  Literature,  New  York. 
Good  Housekeeping,  Springfield,  Mass. 
High-school  Independent,  Hays. 
Kansas  Educator,  Hutchinson. 
McClure's  Magazine,  New  York. 
New  England  Magazine,  Boston. 
North  American  Review,  New  York. 


Review  of  Reviews,  New  York. 

Scribner's,  New  York. 

Success,  New  York. 

University  of  Kansas  News  Bulletin, 

Lawrence. 
Western  School  Journal,  Topeka. 
World's  Work,  New  York. 


BIG  CREEK  AND  BRIDGE,  NEAR  THE  SCHOOL. 


30 


Western  Branch  State  Normal  School. 


CATALOGUE 


OF  THE 


Western  Branch 

State  Normal  School 


THIRD  YEAR,  1904-'05, 


HAYS,  KANSAS. 


ANNUAL  CATALOCiUK 


01  THE 


OFFICERS  AND  STUDENTS 


WESTERN  BRANCH 

STATE  NORMAL  SCHOOL. 


THIRD  YEAR-1904-'05 


HAYS,  KANSAS 
1905. 


WESTERN   BRANCH  NORMAL  SCHOOL,  HAYS. 


Board  of  Regents. 


Term  Expires  in  1907. 

SILVESTER  H.  DODGF,  Esq Beloit. 

E.  A.  ROSS,  Esq Burr  Oak. 

Supt.  A.  H.  BUSHE Y Pittsburg. 

Term  Expires  in  1909. 

L.  B.  KELLOGG,  Esq Emporia. 

F.  J.  ALTSWAGER,  Esq Hutchinson. 

CHARLES  G.  MESSERLEY,  Esq Osage  City. 

Officers  of  the   Board. 

President F.  J.  Altswager. 

Vice-president A.  H.  Bushey. 

Secretary L.  B.  Kellogg. 


Western  Branch  State  Normal  School 


Third  Annual  Catalogue, 


Calendar  for   1905-'06. 


September  1 

September  2 

September  5 

November  9 

November  10 

November  10 

November  13 

November  30 

December  1    

December  22 

1900. 

January  2 

January  25 

January  26 ....... . 

January  26 

January  29 

February  22 

March  29 

March  30 

March  30 

April  2 

May  30 

June  1 

June  3 

June  4 

June  5 

August  4 


0M  "  J  Free  Entrance  and  Final  Examinations. 

Saturday  .  .• .  ) 

Tuesday —  First  Meeting  of  Classes  Jot  Second  Ten 

Weeks. 

Thursday.  . .  )  -_       „    .  ,  ^.      ,  „         ... 

„  <■  Free  Entrance  and  Final  Examinations. 

Friday \ 

Friday —  Close  of  Second  Ten  Weeks. 

Monday —  First   Meeting  of   Classes  for  Third  Ten 

Weeks. 
Thursday.  . .  >  ThankggiviDg  Vacation. 

Friday ) 

Friday j 

[r  Holiday  Recess. 
Monday 

Thursday  ...  /  Free  EntraDCe  ana  Final  Examinations. 

Friday ) 

Friday —  Close  of  Third  Ten  Weeks. 

Monday —  First  Meeting  of   Classes  for  Fourth  Ten 

Weeks. 
Thursday   . .  —  School  Holiday. 
Thursday  . . .  /  Ffee  Eatrance  and  Finaj  Examinations. 

Friday ) 

Friday —  Close  of  Fourth  Ten  Weeks. 

Monday —  First  Meeting  of    Classes  for  Fifth  Ten 

Weeks. 
Wednesday.  .  —  School  Holiday. 

Friday —  Field-day. 

Sunday —  1 L :  00  a.  m.  ,  Baccalaureate  Address. 

Monday — 10:00  a.  m.,  Commencement  Exercises. 

Tuesday —Opening  of  Summer  School. 

Thursday  . . .  —  Close  of  Summer  School. 


6 


Western  Branch  State  Normal  School. 


'W|^. 

WWk- 

^  ;v:;::5:ft5::::|:..;v-s|;\;:--:s:^ 

llflN 

Third  Annual  Catalogue. 


The  Faculty. 


PRESIDENT. 

JASPER  WILKINSON  (Illinois  Normal  University ). 

PRINCIPAL. 

WILLIAM  S.  P1CKEN  (Kansas  State  Normal  School, 

History  of  Education,  and  Latin. 
ASSISTANTS. 

ANNA  KELLER  (Kansas  State  Normal  School), 

•   English  and  Drawing, 

ERNEST  B.  MATTHEW  (Kansas  State  Normal  School), 
Mathematics  and  Public  Speaking. 

EMILY  GROSSER  (Kansas  State  Normal  School), 

Librarian  and  Registrar. 

HARRY  L.  KENT  (Kansas  State  Normal  School), 

Natural  Sciences. 

LULU  BICE  (State  Normal  School-  Western  Branch), 
Special  Classes,  Spring  Term. 

CHARLES  A.  SHLVELEY1  (State  Normal  School  and  University  of  Kansas), 

History  and  School  Organization. 


Jos.  G.  Beatty,  Janitor. 


•Names  are  printed  in  the  order  of  election. 
1.  Elected. 


Western  Branch  State  Normal  School. 


Third  Annual  Catalogue-. 


Register  of  Students, 

June,    1904,  to   May,    1905. 


GRADUATING. 

Brumitt,  Cora  M., Hays. 

Cave,  Maggie  Upton, McCracken. 

Darkes,  Carrie  M., McCracken. 

Picken,  Chat  A  , Hays. 

Picken,  Lucy  Lillian, Hays. 

Prizer,  Robert  Morris, -    .       .  Alton. 

Turner,  Herschel  Roy, Hoxie. 

Westbrook,  Abbie  Estalee, Hays. 

NOT  GRADUATING. 

Note. —  Single  letters  indicate  the  Normal  class.     The  character  1  denotes 
membership  in  the  special  class. 

Adkins,  Mrs.  J.  C.  (A) Hays. 

Applegate,  Arthur  L.  (1) Cheyenne. 

Bahl,  Elizabeth  M.  (1) Hays. 

Bahl,  Madeline  (1) Hays. 

Barnes,  Carl  (L) Hays. 

Barnes,  Elma  L.  (B) Hays. 

Basgall,  George  J.  (1) Hays. 

Baumer,  Luella  I.  (A) Hays. 

Baxter,  Harry  (A) Gorham. 

Bice,  Claude  F.  (B) Plainville. 

Bice,  Clayton  C.  (C) Plainville. 

Bice,  Clyde  W.  (A) Plainville. 

Bice,  Gertrude  I.  (A) Plainville. 

Bice,  Vernon  L.  (I) Plainville. 

Brown,  Lizzie  Pearl  (L) Callison. 

Brown,  Ruth  A.  (A)    .       .       .  Hays. 

Bunker,  Jessie  B.  (1)  Lucas. 

Christensen,  Hans  V.  (A) Hoxie. 

Clark,  Clara  Maud  (A) Hays. 

Clarkson,  Marie  Matilda  (1) Hoxie. 

Connelly,  Walter  E.  (B) Colby. 

Courtney,  Emma  A.  (L) Banner. 

Craig,  Mary  I.  (A) Fairport. 

Crocker,  Benjamin  F.  (B) Hays. 

Cross,  Lillian  M.  (1)  Ellis. 

Dinkel,* George  (A) Hays. 

Dite,  Emily  (B) Ellis. 

Easter,  Mary  Etta  (lj Mendota. 

Eaton,  Lexie  E.  (1) Palco. 

Eberly,  Leona  L.  (1)    .• Selden. 


10  Western  Branch  State  Normal  School. 

Eberly,  Marie  J.  (C) Selden. 

Ellis,  Bessie  F.  (A) Hays. 

Fellers,  Harvey  W.  (1) Hays. 

Fellers,  Jay  D.  (1) .     Hays. 

Fox,  Agnes  L.  (1) Russell. 

Fox,  Frances  Elizabeth  (1) Russell. 

Freeland,  Edith  (A) Hays. 

Glass,  Molly  (1) Ellis. 

Glenn,  Frances  M.  (A) Collyer. 

Glenn,  Nannie  (A) Collyer. 

Goff,  Adah  R.  (A) Hays. 

Graham,  Dottie  L.  (I) Russell. 

Havemann,  Alfred  (B) Hays. 

Henderson,  Virginia  (I) Hays. 

Higgins,  Flora  B.  (1) Hays. 

Holmes,  Minnie  D.  (1) Hill  City. 

Hubbell,  Stella  M.  (1) Hays. 

Ivan,  Barbara  K   (1) Collyer. 

Jantzen,  Edward  D.  (A) Fairport. 

Johnson,  Carolina  (A)        . Hays. 

Johnson,  George  (A) Hays. 

Johnson,  Sophia  (A) Hays. 

Joseph,  John  (1) Hays. 

Joelin,  Katherine  M.  (A) Hays. 

Kingsley,  Harrison  (1) Ellis. 

Kiog,  Maud  (1) Turkville. 

Kline,  Elena  M.  (1) Gradan. 

Kline,  Elizabeth  (1) Graden. 

Kraus,  Emma  E.  (B) Hays. 

Kutina,  Nellie  M.  (1) Ellis. 

Law,  Clara  F.  (1)         .  Happy. 

Loreditsch,  Clara  (C) Hays. 

McCormac,  Chas.  M.  (1) Lucas. 

McCray,  Hugh  (1) Hays. 

McVey,  Henry  Herbert  (B) Hill  City. 

McVey,  James  O.  (C) Hill  City. 

McVey,  Nellie  F.  (A)  .........  Hill  City. 

Maska,  Andrew  L.  (1) Hays. 

Mather,  Epha  Estella  (A) Grinnell. 

Matthew,  Grace  (A) Webster. 

Matthew,  Harry  V.  (B) Webster. 

Meyer,  Carl.  E  (1) La  Crosse. 

Middlekauff,  Casper  J.  (B)      .  Hays. 

Millard,  Floyd  D.  (1)         ..." Ransom. 

Miller,  John  O.  (1) Natoma. 

Miller,  Scholastica  A.  (1)  Hays. 

Miller,  Sherman  (1) Natoma. 

Miller,  Thomas  C.  (A) Natoma. 

Mills,  Edith  A.  (1) Gorham. 

Mills,  Julia  E.  (1) Gorham. 

Morgan,  Myrtle^B.  (1) Hays. 

Mort,  Carl  G.  (1) Hill  City. 


Third  Annual  Catalogue.  1 1 

Motz,  Frank  S.  ( B) Hays. 

Mullen,  Helen  (I) Hays. 

Murphy,  Katie  M.  (A) Lucas. 

Nickles,  Jennie  E.  (D) Hays. 

Palmer,  William  E.  (1) Hays. 

Parkhurst,  Verna  L.  (A) PJainville. 

Pearce,  Henry  E.  (B) Portia. 

Pfanenstiel,  Paul  (1) Hays. 

Pierce,  Edith  J.  (1) Hays. 

Pierce,  Edwin  W.  (1) Chaffee. 

Pierce,  Ethel  H.  (1)     .  .  Hays. 

Plants,  Effie  M.  (I) Wa  Keeney. 

Prior,  Mary  L.  (A) McCracken. 

Prizer,  Georgia  P.  (A) Alton. 

Ringeisen,  Anna  S.  (A) Gorham. 

Ritter,  EliasE.  (A) Selden. 

Runyon,  Laura  E.  (L) Ellis. 

Ryan,  Joseph  L.  (A) Hays. 

Schumacher,  Joseph  A.  (A) Victoria. 

Scott,  Logan  (1) Ransom. 

Sidwell,  Bertha  M.  (A) Hays. 

Smith,  Frank  M.  (0)  .  Luray. 

Smith,  George  T.  (1) Natoma. 

Smith,  Mary  M.  (1) .  Natoma. 

Staples,  Jessie  M.  Florence  (1) Logan. 

Stewart,  Euroth  V.  (A) Edson. 

Stout,  Ralph  L.  (1) Hays. 

Strobel,  Walter  A.  (A) Goddard. 

Taylor,  Edith  L.  (A) Utica. 

Teppe,  William  G.  (1) Dorrance, 

Thompson,  Anna  Helen  (A) Seguin. 

Tilton,  Ira  C.  (C)         v Collyer. 

Wallace,  Murray  M.  (C) Hill  City. 

Ward,  Lincoln  A.  (1) Hays. 

Ward,  Walter  A.  (1) Hays. 

West,  Stella  (A) Hays. 

White,  George  L.  (1) Roundmound. 

Wilson,  Nora  J.  (B) Hays. 

Wolf,  Jacob  (1) Hays. 

Wood,  Pearl  E.  (1) Hays. 

Yowell,  Mrs.  J.  F.  (1) Hays. 

Zeigler,  Lida  M.  (A) Codell. 

Summary  of  Attendance. 

Second  Year 16 

D  Class  .....' 9 

C  Class 7 

First  Year 52 

B  Class 13 

A  Class 39 

Special  Class 64 

Total  for  the  year 132 


12 


Western  Branch  State  Normal  School. 


Counties  Represented. 

The  following  counties  were  represented  during  the  past  year: 


Ellis. .... 
Gove  .... 
Graham. 


60 


10 

3 

Osborne . 11 

Phillips 1 

Books 10 

Rush 5 


Russell 13 

Sedgwick 1 

Sheridan 7 

Sherman 1 

Thomas. 1 

Trego 8 

Total 132 


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A  SUMMER  SCHOOL  GROUP. 


Third  Annual  Catalog  w. 


13 


Course  of  Study. 


Subjects  in  italics  are  elective  with  Latin  or  German. 
A  star  signifies  half-term  subjects. 


FIRST  YEAR. 

I. 

// 

1. 

Arithmetic. 

6.   Algebra. 

2. 

Drawing. 

7.    Botany. 

3. 

Elocution. 

8.   English. 

4. 

Geography,  Phys.  and  Polit. 

9.   General  History. 

5. 

Declamation. 

10.    Orthography. 

SECON 

D  YEAR. 

III. 

IV. 

11. 

Bookkeeping  and  Penmanship  * 

17.    Geometry. 

12. 

Rhetoric. 

18.    Literature. 

13 

14. 

15. 

School  Law  and  Management. 

Parliamentary  Law,  American  His- 
tory and  Constitution. 

Vocal  Music* 

19.  Methods* 

20.  Physics* 

21.  Physiology.* 

22.  Psychology.* 
23    Essay. 

16. 

Orthoepy. 

Methods,  Common  Si 

THIRD 

YEAR. 

V. 

VI. 

24. 

Algebra.* 

31.   Chemistry* 

25. 

Oratory. 

32.    Hittory  of  Art  * 

26. 

Physics.* 

33.    Trigonometry  * 

27. 

Vocal  Music* 

34.   Astronomy.* 

28. 

Zoology. 

35.    Geology. 

29. 

Physiology. 

36.    History  of  Education 

30. 

Etymology. 

37.    Oration. 

Admission  and  Credits. 

Before  admission  to  the  Normal  Department,  candidates  are,  in  accordance 
with  the  law,  required  to  subscribe  to  the  following  declaration  and  agreement: 

"I  hereby  declare  that  my  purpose  in  entering  the  State  Normal  School  is  to  fit  myself  to 
teach  in  the  schools  of  Kansas,  and  I  solemnly  agree,  after  leaving  the  same,  to  report  to  the 
Principal  of  the  Faculty,  semiannually,  for  three  years,  my  location  and  occupation." 

Written  examinations  on  arithmetic,  reading,  geography,  grammar,  history, 
physiology,  writing  and  spelling  are  given  to  candidates  for  admission,  unless 
they  are  able  to  present  credentials  showing  work  as  thorough  and  comprehen- 
sive in  each  of  these  subjects  as  is  indicated  by  a  second  grade  certificate.  Grades 
for  such  admission  or  for  advanced  standing,  if  not  on  teachers'  certificates, 


14 


Western  Branch  State  Normal  School. 


should  be  presented  from  schxols  attended,  and  such  grades  should  be  accom- 
panied by  the  statement  of  texts  and  time  in  which  they  were  made.  Blanks 
for  putting  these  grades  in  the  desired  form  will  be  furnished  on  application. 
Besides  the  subjects  named  above  for  admission  to  the  Normal  Department,  the 
other  subjects  of  a  first  grade  certificate,  except  theory  and  art  of  teaching,  must* 
unless  some  proficiency  has  been  attained,  be  taken  in  special  classes  before  be- 
ginning them  in  the  Normal  Department. 

Students  who  are  able  to  show  from  work  done  elsewhere  that  they  are  un- 
questionably strong  in  the  academic  work  of  arithmetic,  elocution,  geography, 
grammar,  and  American  history  and  constitution,  or  in  any  of  them,  will  be  al- 
lowed to  take  one  hour  per  week  of  methods  for  twenty  weeks,  in  the  afternoon, 
on  each  of  the  subjects  in  which  such  strength  is  shown,  and  academic  profi- 
ciency will  be  included  in  making  a  grade  on  this  work.  The  grade  made  in 
each  such  methods  class  will  stand  for  the  grade  for  the  subject. 

Subjects  in  the  Normal  course  will  be  credited  in  whole  or  in  part  for  students 
who  show  good  work  done  in  them  in  high  schools,  academies,  and  colleges. 


Accredited  Schools. 

Graduates  from  the  following  high  schools  will  be  considered  for  such  credits 


Abilene. 

Alina. 

Almena. 

Americus. 

Anthony. 

Argentine. 

Arkansas  City. 

Atchison. 

Attica. 

Augusta. 

Axtell. 

Barclay. 

Barnes. 

Belle  Plaine. 

Beloit. 

Bern. 

Beverly. 

Blue  Mound. 

Blue  Rapids. 

Bonner  Springs. 

Brookville. 

Buffalo. 

Burden. 

Burdett. 

Burlingamc. 

Burlington. 

Burr  Oak. 

Burrton. 

•Caldwell. 

Caney. 

Carbondale. 

Cawker  City. 

Cedarvale. 

Centralia. 

Chanute. 

Chase. 

Cherokee. 

Cherryvale. 

Chetopa. 

Clay  Center. 

Clearwater. 

Clifton. 

Clyde. 


Coffeyville. 

Colony. 

Columbus. 

Concordia. 

Conway  Springs. 

Coolidge. 

Corning. 

Cottonwood  Falls. 

Council  Grove. 

Delphos. 

Dodge  City. 

Douglass. 

Downs. 

Dwight. 

Edwardsville. 

El  Dorado. 

Elk  City. 

Ellinwood. 

Ellsworth. 

Elsmore. 

Emporia. 

Enterprise. 

Erie. 

Eskridge. 

Eureka. 

Everest. 

Florence. 

Fort  Scott. 

Frankfort. 

Fredonia. 

Furley. 

Galena. 

Garden  City. 

Garnett. 

Girard. 

Glen  Elder. 

Great  Bend. 

Greeley. 

Greenleaf. 

Greensburg. 

Halstead. 

Harper. 

Hartford. 


Havensville. 

Hays. 

Herington. 

Hiawatha. 

Holton. 

Hope. 

Howard. 

Hoxie. 

Humboldt. 

Hutchinson. 

Independence. 

Iola. 

Irving. 

Jewell. 

Junction  City. 

Kanopolis. 

Kansas  City. 

Kincaid. 

Kingman. 

Kinsley. 

Kiowa. 

Kirwin. 

La  Crosse. 

La  Cygne. 

La  Harpe. 

Lakin. 

Lamed. 

Lawrence. 

Leavenworth. 

Lebo. 

Lenexa. 

Leon. 

Le  Roy. 

Lincoln. 

Lindsborg. 

Louisburg. 

Lyons. 

McCune. 

Macksville. 

McPherson. 

Madison. 

Mankato. 

Marion. 


Marquette. 

Marysville. 

Medicine  Lodge. 

Melvern. 

Meriden. 

Minneapolis. 

Montana. 

Moran. 

Morrill. 

Mound  City. 

Moundridge. 

Mulvane. 

Neodesha. 

Neosho  Falls. 

Neosho  Rapids. 

Netawaka. 

Newton. 

Nickerson. 

Nortonville. 

Oberlin. 

Olathe. 

Onaga. 

Osage  City. 

Osawatomie. 

Osborne. 

Oskaloosa. 

Oswego. 

Ottawa. 

Oxford. 

Paola. 

Parsons. 

Peabody. 

Perry. 

Phillipsburg. 

Pittsburg. 

Plainville. 

Pomona. 

Pratt. 

Prescott. 

Quenemo. 

Reading. 

Republic. 

Riley. 


Rosedale. 

Russell. 

Sabetha. 

St.  Johu. 

St.  Paul. 

Scandia. 

Scottsville. 

Scranton. 

Sedan. 

Sedgwick. 

Seneca. 

Silver  Lake. 

Solomon. 

Springhill. 

Stafford. 

Sterling. 

Stockton. 

Thayer. 

Tonganoxie. 

Topeka. 

Toronto. 

Troy. 

Valley  Falls. 

Vermillion. 

Walnut. 

Wamego. 

Wauneta. 

Washington. 

Waterville. 

W a then a. 

Waverly. 

Wellington. 

Wellsville. 

Wetmore. 

White  Cloud. 

Whitewater. 

Wichita. 

Williamsburg. 

Wilson. 

Winchester. 

W  infield. 

Woodbine. 

Yates  Center. 


Graduates  from  the  following  high  schools  may  expect  admission  without 
examination : 


Atwood. 

Gaylord. 

Jetmore. 

Ness  City. 

St.  Marys. 

Belleville. 

Garnett. 

Lenora. 

Norton. 

SaliDa. 

Bunker  Bill. 

Glasco. 

Manhattan. 

Pleasanton. 

Smith  Center. 

Cold  water. 

Goodland. 

Mayfield. 

Randolph. 
Rossville. 

Strong  City. 

Elk  Falls. 

Grenola. 

Moline. 

Syracuse. 

Elsmore. 

Gypsum. 

Mound  Valley. 

St.  John. 

Tribune. 

Third  Ann  it  (i  I  Catalogue.  L5 

Certificates  and   Diplomas. 

The  Uw  establishing  the  school  provides  that  "Any  person  of  good  moral 
character,  over  sixteen  years  of  age,  having  been  in  actual  attendance  at  least 
twenty  weeks  at  the  above-named  School,  and  having  completed  the  course  of 
study  prescribed  by  the  said  Board  of  Regents,  shall  be  awarded  a  certificate, 
which  shall  be  a  legal  certificate  to  teach  in  any  of  the  public  schools  of  the  state, 
except  high  schools,  and  good  for  one  year." 

By  law  of  March  15,  1905,  it  is  provided  that  "The  Board  of  Regents  .  .  . 
shall  fix,  in  addition  to  the  two  years'  course  as  now  provided  by  law,  a  course 
of  not  less  than  three  years  in  the  Normal  Department  for  each  of  the  auxiliary 
schools,  in  such  manner  as  may  seem  to  them  economical  and  effective  in  the 
training  of  teachers;  and  .  .  .  shall  on  the  completion  of  the  three  years' 
course  in  the  State  Normal  School  or  its  auxiliaries  issue  a  diploma,  which  shall 
be  a  three-year  certificate,  valid  for  teaching  in  the  public  schools  of  the  state." 

Students  finishing  their  work  during  the  year  before  commencement  may 
have  their  diplomas  dated  when  the  work  is  completed,  but  not  delivered  until 
the  next  commencement,  when  all  the  class  are  expected  to  be  present  and  share 
in  the  n  sponsibilities,  honors  and  pleasures  of  commencement  week. 

Exchange   of  Credits. 

Grades  on  work  done  and  credits  given  in  the  Branch  Normal  School  will  be 
accepted  in  the  main  institution,  and  vice  versa,  but  no  student  having  failed 
in  a  study  in  one  school  will  be  allowed,  without  special  permission,  to  transfer 
to  the  other  before  he  has  made  up  the  failure  in  the  school  where  it  occurred. 

Fees. 

Final  examinations  outside  of  class,  and  entrance  examinations,  must  be  taken 
at  the  time  offered  in  the  calendar,  page  4,  or  a  fee  of  one  dollar  will  be  charged 
for  taking  examination  on  Monday  or  Tuesday  any  time  during  the  current  ten 
weeks. 

No  fees  are  charged  students  in  the  Normal  Department. 

Special  students  are  charged  five  dollars  per  half-term,  ten  weeks,  or  two  dol- 
lars per  subject,  if  le6s  than  three  subjects  are  taken. 

All  students  whose  residence  is  outside  the  state  immediately  preceding  the 
time  of  entrance  are  charged  five  dollars  extra  per  half  term,  with  the  usual 
charges  fcr  taking  subjects  irregularly  and  for  taking  subjects  in  special  classes. 

No  fees  will  be  refunded  except  in  case  of  protracted  sickness;  but  in  case  of 
absence  from  other  causes,  the  Principal  may,  at  his  discretion,  credit  unused 
balance  on  a  future  term. 

Examinations. 

A  fee  of  one  dollar  is  charged  for  all  special  examinations,  and  this  rate  is  ap- 
plied to  all  examinations  except  those  taken  on  the  days  announced  in  the  calen- 
dar as  free  days.  Such  examinations  are  given  on  Monday  or  Tuesday  of  any 
week,  and  the  payment  of  the  fee  once  pays  for  any  examination  desired  during 
the  current  ten  week9,  except  that  candidates  for  graduation  cannot  take  exami- 
nation, unless  finals  in  class,  after  the  first  week  in  the  fourth  ten  weeks  of  the 
year.     Candidates  for  advanced  standing  will  be  subject  to  the  same  conditions. 


16 


Western  Branch  State  Normal  School. 


Third  A inmal  Catalogue.  17 


Miscellaneous. 


Discipline. 


SO  MANY  of  our  pupils  have  already  had  some  experience  in  practical  life,  that 
they  become  valuable  aids  in  developing  a  healthy  school  sentiment.  This 
renders  few  restraints  necessary.  Still,  every  effort  of  the  Faculty  is  given  to 
wards  making  the  pupils  self-reliant,  self-controlled  men  and  women;  and  those 
whose  best  endeavor  is  not  in  accord  with  this  purpose  are  summarily  dismissed 
from  the  School. 

Admittance  and  Credits  from   High  Schools. 

The  Principal  of  the  Faculty  will  take  pleasure  in  corresponding  with  school 
principals  and  superintendents  who  may  desire  to  make  such  arrangements  as 
may  be  necessary  in  order  that  their  high-school  diplomas  may  admit  candidates 
to  the  Normal  Department  of  the  School  without  examination,  or  who  may  con- 
template adopting  a  course  of  study  which  would  give  graduates  advanced 
standing.  (See  "Accredited  Schools"  for  list  of  those  whose  diplomas  are  recog- 
nized.) 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the  regular 
recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a  student 
can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to  retain 
their  places  in  school.  One  who  does  not  carry  as  many  as  two  studies,  or  who 
habitually  fails  in  studies  taken,  is  required  to  show  the  Principal  cause  why  he 
should  not  be  dismissed. 

Advice. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  present  at 
the  opening  of  the  session.  The  student  who  is  behindhand  then  rarely  makes  up 
what  he  has  lost,  and  will  feel  a  constantly  increasing  embarrassment  throughout 
the  entire  term.  The  habit  which  is  thus  indulged  indicates  a  lack  of  fitness  for 
the  profession  of  teaching.  Those  students  whose  standing  is  to  be  determined 
by  examination  should  be  present  on  the  days  appointed ;  otherwise,  they  will 
subject  themselves  to  the  inconvenience  and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  information 
that  it  does  not  supply. 

Summer  School. 

A  summer  school  of  nine  weeks  is  now  a  regular  term  in  the  school  year.  It 
will  open  June  5,  1906,  and  the  fee  will  be  five  dollars. 

Points  to  be  Noted. 

The  Western  Branch  of  the  Kansas  State  Normal  School  is  located  at  Hays, 
on  the  Union  Pacific  railway,  on  a  part  of  the  Fort  Hays  reservation  contiguous 
to  the  town. 

Land. —  The  institution  owns  over  40C0  acres  of  land,  with  over  two  miles  of 


18  Western  Branch  State  Normal  School. 

fine  timber  along  Big  creek,  the  water  of  which,  held  by  a  good  dam,  affords  a 
magnificent  opportunity  for  boating,  fishing,  and  skating,  in  season. 

Buildings. — The  main  building  is  a  handsome,  substantial  building  of  stone, 
equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water  closets,  shower- 
baths,  and  other  modern  conveniences.  The  last  legislature  appropriated  $15,000 
for  another  new  building. 

Entrance  Requirements.— Graduates  of  high  schools  and  holders  of  profes- 
sional, first-grade  or  second  grade  county  certificates  enter  Normal  Department 
without  examination.  Others  may  enter  Normal  Department  upon  passing  a 
successful  extrance  examination  (average  grade  of  eighty  per  cent,  required) 
upon  arithmetic,  reading,  geography,  grammar,  United  States  history,  physio- 
logy, writing,  and  spelling. 

Special  Classes. — These  classes  prepare  for  entrance  to  the  Normal  Depart- 
ment and  fit  teachers  for  examination  for  second  and  higher  grades  of  county 
certificates.  Holders  of  third  grade  certificates  and  graduates  of  district  schools 
enter  these  classes  without  examination. 

Courses. —  Two  courses  are  provided  —  a  two  years'  course  and  a  three  years' 
course  (which  includes  work  of  two  years'  course). 

State  Certificates.— Each  of  foregoing  courses  leads  to  a  diploma;  that  of 
shorter  course  being  a  one-year  state  certificate,  the  other  a  three  year  state 
certificate.  The  completion  of  the  three  years  of  work  means,  therefore,  four 
years  of  state  license  to  teach. 

Tuition.— No  tuition  is  charged  in  Normal  Department.  Special  classes  call 
for  fee  of  50  cents  per  week  when  three  or  more  subjects  are  taken. 

Board  and  Rooms.— Good  table  board  can  be  had  for  $2.50  per  week,  with 
lodging  at  50  cents  per  week  —  accommodations  in  private  families.  Living  ex- 
penses may  be  reduced  below  these  figures  by  self-boarding. 

Examinations  for  County  Certificates.— Under  a  new  state  law,  examina- 
tions for  all  grades  of  county  certificates  are  hereafter  to  be  offered  at  the  School, 
papers  made  in  such  examinations  to  be  sent  to  county  of  student's  selection, 
there  to  be  passed  upon  by  county  board  of  examiners,  and  to  receive  such  credit 
as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered.— An  enthusiastic  faculty,  a  fine  library, 
a  well  equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic  association, 
a  helpful  lecture  course,  a  summer  school,  with  regular  faculty  in  charge,  for 
nine  weeks,  at  a  fee  of  only  five  dollars,  an  eighty-acre  campus,  with  fiuest  natu- 
ral athletic  park  in  the  state,  and  a  student  body  unsurpassed  for  energy  and 
devotion  to  work. 


Third  Ann  nil  Cataloyur.  1 9 


Outline  of  Instruction. 


Normal  Classes. 

rpHE  following  brief  outline  of  the  work  done  ia  the  different  branches  in- 
■*-  eluded  in  the  course  of  study  will  give  a  fair  idea  of  the  standard  main- 
tained. Students  recite  daily  in  each  subject,  and  are  supposed  to  siend 
approximately  two  hours  per  day  in  the  preparation  of  the  lesson  assigned. 

Algebra  II.— Double  term.  A  term's  previous  preparation  required  The 
work  extends  through  simultaneous  quadratic  equations.  It  is  the  intention  to 
give  the  work  in  such  a  manner  as  to  impart  power  in  original  investigation, 
mastery  of  methods  of  teaching  the  subject,  ability  to  talk  and  chalk  at  the  same 
time,  and  ability  to  demonstrate  formally  and  rigidly  all  principles.  A  short  re- 
view of  the  principles  and  methods  of  the  previous  term's  work  will  be  included 
in  this  double  term. 

Algebra  V. —  One  term.  Covers  the  work  of  indeterminate  equations,  ratio 
and  proportion,  variation,  arithmetical  and  geometrical  progression,  logarithms, 
and  compound  interest. 

Arithmetic. —  Double  term.  Expertness  in  addition,  subtraction,  multipli- 
cation, division,  and  the  solution  of  problems;  mastery  of  many  subjects  found 
only  in  advanced  arithmetics;  ability  to  prove  every  principle  in  the  science; 
mastery  of  the  methods  of  presentation  and  explanations  to  beginners  — our 
most  important  work. 

Astronomy. — One  term.  In  addition  to  text  work,  the  students  devote  sev- 
eral evenings  to  outdoor  studies,  tracing  and  locating  stars,  planets,  meteors, 
and  nebulous  masses. 

Bookkeeping  and  Penmanship, —  One  term.  The  subjects  of  bookkeeping 
and  penmanship,  being  so  closely  related,  are  taken  as  a  single  subject  in  a  class 
of  methods.  No  particular  textbooks  are  used,  although  the  texts  adopted  by 
the  state  receive  first  consideration.  The  work  is  pursued  with  special  reference 
to  the  methods  of  teaching  the  subjects  that  will  insure  the  best  results  in  the 
classroom.  In  bookkeeping  a  more  thorough  and  extended  familiarity  with  the 
science  of  accounts  is  secured.  In  penmanship,  as  an  art  of  form,  due  attention 
is  given  to  the  style  of  letters  best  suited  to  the  needs  of  the  pupil.  As  an  art  of 
expressing  thought,  much  time  is  devoted  to  methods  of  securing  desired  results 
through  correlation,  as  well  as  by  the  practice  of  writing,  as  a  distinct  branch  of 
education.  The  application  of  writing  to  bookkeeping,  grammar,  correspondence 
and  other  subjects  is  fully  considered,  and  the  student  is  made  familiar  with  the 
theories  regarding  position  and  movement. 

Chemistry.— Double  term.  This  course  includes  a  study  of  general  chemis- 
try, with  Remsen's  Introduction  as  the  text  book.  Many  general  experiments 
are  conducted  and  studied  before  the  class,  and  the  whole  of  the  study  is  accom- 
panied by  work  in  the  laboratory.  As  far  as  possible,  students  illustrate  laws 
and  principles  of  the  science  by  individual  experiments,  and  study  the  properties 
of  elements  and  compounds  by  personal  preparation  and  examination  of  them. 

Botany.— Double  term.     The  subject  naturally  subdivides  into  morpholog 


20  Western  Branch  Stote  Normal  School. 

ical  botany  and  physiological  botany ;  each  continues  ten  weeks.  Morphological 
botany,  with  laboratory  work  in  histology,  is  taken  during  the  first  and  fourth 
ten  weeks  of  the  school  year  and  during  the  first  half  of  the  summer  session. 
Physiological  botany,  with  laboratory  work  on  sporophytes,  is  pursued  during 
the  second  and  third  ten  weeks  of  the  school  year  and  during  the  second  half  of 
the  summer  session. 

Declamation  and  Elocution.— Double  term.  In  reading  and  speakiDg  there 
is  a  triple  aim  —  to  train  speakers  to  appeal  to  the  understanding,  the  emotions 
and  the  will  of  the  audience.  Daring  the  term  literature  is  studied,  read  or  re- 
cited to  illustrate  literary  analysis,  sequence  of  thought,  clearness  of  enunciation, 
forms  of  emphasis,  word  pictures,  atmosphere,  tone  color,  rhythm,  movement, 
and  personation.  During  the  term  drill  is  given  in  the  formation  of  elementary 
sounds. 

Vocal  culture  includes  the  technique  of  the  speaking  voice,  with  exercises  for 
placing  tone,  support  of  tone,  smoothness,  flexibility,  volume,  force,  and  tone 
color;  breathing  exercises;  the  anatomy  and  physiology  of  the  respiratory  and 
vocal  organs,  and  the  hygiene  of  the  voice. 

Gesture  includes  relaxing  exercises,  poising  exercises,  principles  of  gesture, 
exercises  for  the  application  of  these  principles,  and  original  gesture  work.  Re- 
citals for  criticism  are  given  every  five  weeks.  The  grades  given  for  these  decla- 
mations count  as  rhetoricals  II. 

Drawing. —  Double  term.  This  course  is  intended  to  give  training  for  teach- 
ing elementary  drawing  in  public  schools.  It  includes  the  elements  of  scientific 
perspective;  the  principles  of  free  hand  perspective;  the  application  of  perspec- 
tive in  drawing  common  objects  in  outline,  light  and  shade,  and  color;  elements 
of  good  composition ;  proportions  and  action  of  human  figure  expressed  in  sil- 
houette; a  scientific  study  of  the  principles  which  underlie  pictorial  representa- 
tion ;  a  practical  application  of  these  principles  in  drawing  from  groups  of  still  life 
and  from  geometric  solids;  advanced  work  in  free-hand  drawing  in  charcoal  and 
color,  and  in  design;  drawing  from  the  cast;  landscape  compositions  in  two  or 
more  tones,  pencil  and  ink  sketches  of  the  interiors  and  exteriors  of  buildings, 
streets,  trees,  etc.  ;  still-life  compositions  in  water-color;  designs  for  wood  carving, 
pyrrgraphy,  and  iron  castings;    illustrating. 

The  class  makes  a  careful  study  of  the  course  of  drawing  adopted  for  use  in 
the  public  schools  of  the  state. 

Io  case  of  students  whose  natural  limitations,  such  as  defective  vision,  pre- 
vent the  taking  of  the  above  work,  the  suggested  course  of  twenty  weeks  of  sub- 
stitute drawing,  given  at  Emporia,  will  be  accepted  for  this  term's  work. 

English. — Double  term.  In  the  first  ten  weeks  special  attention  is  given  to 
the  development  of  the  science  of  grammar  by  such  steps  as  teachers  must  take 
in  work  of  the  graded  schools;  to  the  study  of  the  various  idioms,  constructions 
and  usages  that  have  proved  sources  of  difficulty  to  the  inexperienced  teacher; 
to  sentential  analysis,  for  the  purpose  of  enabling  the  pupil- teacher  to  study  how 
to  broaden  her  pupils'  conception  of  the  relation  of  thought  and  expression,  and 
of  the  logical  relation  of  sentence  to  sentence,  as  well  as  sentence  to  the  para- 
graph. Familiarity  with  the  state  text  is  deemed  sufficient  preparation  for  be- 
ginning this  half  of  the  work. 

In  the  second  ten  weeks  the  aim  is  threefold:  A  consciously  systematic  use  of 
the  grammatical  doctrine  acquired  in  course  one;  a  critical  study  of  one  or  more 
classics;  such  practice  in  the  constructive  units  of  composition  as  shall  prepare 
the  student  for  formal  work  in  composition  and  rhetoric. 


Third  Annual  Catalogue.  21 

Essay. — The  training  in  essay  includes  work  along  lines  accumulative  and 
creative — the  former  for  the  purpose  of  establishing  habits  of  research  and  ac 
quiring  the  power  to  use  assimilated  knowledge  in  pursuing  lines  of  independent 
thinking;  the  latter  for  the  purpose  of  enabling  the  student  to  determine  the 
measure  of  his  own  power  to  do  original  work. 

Etymology.— Double  term.  First  term  :  Students  finishing  two  years  of 
Latin  before  entering  this  subject  may  expect  half  credit  on  etymology.  Study 
of  Latin  and  Greek  prefixes  and  suffixes;  their  meaning  and  use  applied  in  the 
analysis  of  words.  The  study  of  selected  word  lists,  principally  words  of  Latin 
and  French  origin.  Second  term  :  Latin  roots  and  their  derivatives;  Greek 
roots  and  their  derivatives.  The  class  will  select  from  the  dictionary  lists  derived 
from  given  root  forms. 

Geography. — Double  term.  Geography  is  the  meaning  of  the  earth  to 
man.  The  old  definition  of  it  as  a  description  of  the  earth  is  obsolescent,  if  not 
obsolete.  In  place  of  being  almost  purely  a  memory  study,  geography  empha- 
sizes relativity,  and  so  appeals  to  the  reason.  The  method  used  in  the  study  of 
the  subject  is  a  modified  form  of  what  is  known  in  the  German  schools  as  the 
grouping  method,  the  only  difference  being  that,  instead  of  classifying  the  facts 
of  geography  according  to  their  identity,  they  are  grouped  incidentally  about 
the  underlying  principles  of  the  subject,  while  the  more  important  places  are 
studied  as  types.  There  is  no  attempt  to  separate  the  subject-matter  of  political 
geography  from  what  is  generally  put  under  physical  geography.  Fact  and  phe- 
nomenon are  taken  together.  The  cultural  side  of  the  study  of  geography  is  not  lost 
sightof.  It  includes  the  reading  of  such  authors  as  Reclus,  Nansen,  Hedin,  Peary, 
Borchgrevink,  authoritative  articles  indexed  by  Poole,  pictures,  stereopticon  views, 
and  occasional  lectures  on  foreign  countries  by  people  who  have  visited  them  and 
who  are  able  to  bring  to  the  class  personal  impressions.  The  pedagogical  work 
in  geography  is  based  upon  psychological  values;  the  reading  on  this  phase  of 
the  subject  includes  articles  in  geographical  magazines,  and  the  books  of  such 
authors  as  Ritter,  Guyot,  Barker,  and  Redway ;  the  teacher  introduces  object- 
lessons,  observational  work,  the  use  of  apparatus,  and  other  phases  of  geography 
teaching  in  the  public  schools.  The  course  of  twenty  weeks  differentiates,  for  a 
part  of  the  time,  so  that  some  sections  of  the  class  each  term  may  specialize  in 
preparation  for  teaching  the  grades,  and  others  may  prepare  for  the  teaching  of 
classes  more  advanced.  The  record  made  for  credits  will  not  be  affected  by  this 
differentiation.  The  classes  for  those  preparing  to  teach  in  the  grades  emphasize 
(a)  North  and  South  America,  with  a  particular  study  of  United  States;  {b) 
Afeurasia  and  Australia,  dwelling  particularly  upon  Europe.  The  other  classes 
emphasize  commercial  geography. 

Geology. — Double  term.     Field  and  specimen  work,  as  well  as  text. 

Geometry. —  Double  term.  Ability  to  pass  a  thorough  examination  in  plane 
and  solid  geometry;  a  knowledge  of  how  to  investigate  relations  and  how  to 
teach  others  to  attain  the  same  end. 

German.— One  hundred  and  twenty  weeks.  First  double  term  covers  a 
careful  study  of  the  pronunciation  phonetically,  a  drill  in  the  rudiments  of  the 
grammar,  the  reading  and  translating  of  useful  sentences,  ability  to  write  from 
dictation,  and  to  read  and  translate  the  simplest  German  at  sight.  A  reader  is 
used  in  connection  with  the  grammar,  which  gives  the  student  incidentally  some 
knowledge  of  German  life  and  customs,  geography,  history,  and  literature.  Oral 
-questions  on  this  reading  are  given  and  answered  in  German  and  some  poetry  is 


22 


Western  Branch  State  Normal  School. 


A  RESERVATION  LANDSCAPE. 
(  Land  beloDgs  to  the  State  Normal  School. 


Third  Annual  Catalogue.  23 

memorized.  By  this  method,  the  eye,  ear  and  vocal  organs  bee  me  trained  in 
this  language. 

The  eeoond  double  term  reviews  in  a  general  way  the  work  of  the  first  term, 
and  some  grammatical  principles,  particularly  the  subjunctive,  and  emphasizes 
the  practice  in  composition.  Either  the  reader  is  continued  or  some  little  things 
such  as  "Der  zerbrochene  Krug'*  and  "  Immensee,"  are  read.  The  poems  to  be 
memorized  in  this  term  are  "Der  HandEchuh,"  "Einkehr,"  "Die  wandelnde 
Glocke,"  and  others.  The  student  is  required  to  memorize  all  corrected  work  in 
composition,  in  order  to  increase  his  vocabulary  and  to  fix  the  idioms  in  his 
mind. 

Third  double  term:  "Wilhelm  Tell"  or  "Die  Jungfrau  von  Orleacs"  is 
studied.  The  play  is  fully  read  and  discussed  in  class.  Parts  of  it  are  memo- 
rized after  being  considered  in  their  relation  to  the  occasion  of  utterance  and  the 
character  which  uttered  them,  and  the  student  is  held  responsible  for  an  outline 
of  the  work  as  a  whole  or  by  acts.  In  connection  with  the  text  the  sources  of  the 
play  and  its  relation  to  history  are  considered.  Thomas's  "Life  of  Schiller"  is 
read  outside  of  the  class.  This  work  makes  a  larger  study  of  the  grammar  nec- 
essary, for  which  Thomas's  Practical  Grammar  is  used.  Added  to  this  is  the 
comparison  of  German  and  English  and  a  study  of  the  cognates.  This  term  re- 
views the  grammar  from  the  higher  standpoint  of  syntax.  German  composition 
is  continued  with  more  difficult  selections.  Besides  lyric  poetry  some  popular 
ballads  are  memorized. 

Fourth  double  term:  By  this  time  the  student  has  gained  considerable 
strength  —  first,  memory;  second,  reasoning  power;  third,  by  comparison,  a  bet- 
ter understanding  of  the  correct  use  and  an  enlarged  view  of  English  grammar. 
His  preparation  in  the  German  language  has  given  him  a  readiness  to  read  a 
modern  comedy  with  its  more  difficult  idioms.  Freytag's  "Die  Journalisten"  is 
taken  up  in  class  and  some  knowledge  of  the  life  and  works  of  Freytag  is  ob- 
tained by  outside  reading  in  English  reference-books.  The  relation  of  comedy 
to  tragedy  and  the  aims  of  this  comedy  are  discussed.  "Anno  1870"  is  also  read 
in  class,  with  a  study  of  the  Franco-Prussian  war,  its  causes  and  results.  In 
this  term  original  work  in  composition  is  begun. 

History  and  Constitution,  American.— Twenty  weeks.  This  course  will 
include  a  careful  study  of  both  colonial  and  constitutional  periods.  The  aim  will 
be  to  present  phases  of  institutional  development  rather  than  to  secure  a  mastery 
of  mere  facts.  Laboratory  work  on  the  part  of  the  student  will  be  an  essential 
means  to  this  desired  end.  In  all  lines  the  work  will  be  formulated  upon  the 
basis  of  a  close  study  of  the  constitution.  Civics  will  embrace  the  following  sub- 
jects :  Government  in  general,  its  origin,  its  forms,  its  relations,  its  methods  of 
operation;  our  own  government,  national  and  state;  the  various  departments, 
the  administration,  the  checks  and  balances,  the  tendencies  and  movements  of 
the  day.  Historic  evidences  will  find  a  large  place  in  this  field  of  study.  The 
principles  and  practice  of  parliamentary  law  will  be  connected  with  the  subject 
of  legislative  procedure;  the  discussion  will  cover  material  given  in  Robert's 
"Rules  of  Order." 

If  records  have  been  made  in  all  but  the  parliamentary  law  of  this  twenty 
weeks,  this  fragment  must  be  made  up  for  graduation. 

History,  General. —  Double  term.  The  first  half  of  this  subject  takes  work 
based  on  the  school  text.  The  second  half  is  open  to  all  students  having  half 
credit  on  this  double  term  because  of  work  done  elsewhere  than  at  the  Normal 
School.     Various  phases  of  English  and  continental  history  are  presented,  and 


24  Western  Branch  State  Normal  School. 

special  emphasis  is  put  on  the  teachings  of  history  in  elementary  and  secondary 
schools. 

History  of  Art.  — One  term.  It  is  the  object  of  this  course  to  cultivate  an 
appreciation  of  good  art  by  a  study  of  the  products  of  the  great  art  periods  in 
history.     The  text  used  is  Goodyear's  History  of  Art. 

History  of  Education. —  One  term.  Study  of  educational  progress  as  a  phase 
of  social  evolution;  pre-Christian  systems,  especially  Greek  and  Roman,  with 
particular  reference  to  their  relation  to  the  development  of  the  medieval  and 
modern  school ;  the  transition  from  pagan  to  Christian  education ;  the  conditions 
for  the  development  of  modern  education.  Work  presented  by  topical  outline, 
questions,  lectures,  and  copious  library  references,  the  aim  being  to  give  a  com- 
prehensive view  of  the  scope  of  the  subject,  and  to  furnish  a  general  introduc- 
tion to  pedagogic  literature  and  the  study  of  educational  theory  from  its  historic 
aspects. 

Latin. — Eighty  weeks.  First  year:  Lowe  and  Butler's  Bellum  Helveticum. 
Thorough  mastery  of. principles  of  pronunciation;  inflection  of  nouns,  adjectives, 
verbs,  and  pronouns;  principles  of  syntax  suggested  by  the  text;  daily  exercises 
in  writing  Latin.  Second  year:  Ca39ar's  Gallic  War,  seven  books.  Word 
study;  systematic  drill  in  constructions;  sight-reading;  prose  composition,  based 
on  the  text;  stu3y  of  the  life  of  Caesar,  and  introduction  to  Roman  history  and 
institutions. 

Literature. — Twenty  weeks.  This  course  offers  (1)  a  study  of  the  great  lit- 
erary movements,  the  spirit  that  animated  them,  and  the  men  whom  they  de- 
veloped; (2)  a  critical  study  of  some  of  the  great  masterpieces.  The  first  half 
of  the  time  is  devoted  to  men  and  movements  prior  to  the  middle  of  the  seven- 
teenth century,  and  to  the  study  of  Shakespeare. 

Methods,  Common  Branches. — The  entire  subject  of  arithmetic  is  reviewed 
with  reference  to  methods  of  teaching.  Especial  emphasis  is  placed  upon 
methods  of  imparting  the  knowledge  of  each  topic  to  pupils  who  are  taking  the 
topic  for  the  first  time. 

The  subject  of  geography  is  presented  with  the  purpose  of  bringing  out  its 
educative  value  and  of  developing  principles  that  should  govern  in  the  selection 
of  matter  and  the  presenting  of  the  same.  The  connection  between  geography 
and  allied  subjects  is  used  to  emphasize  the  importance  of  geography  as  a  cen- 
tral study. 

The  work  of  an  entire  course  of  study  is  analyzed  grade  by  grade;  visits  are 
made  to  observe  class  work  in  the  public  schools.  Relief  work  in  mache,  sand 
and  chalk  modeling  is  taught.     The  larger  use  of  maps  and  globes  is  emphasized. 

From  the  simpler  home  lessons  to  the  study  of  physiographic  processes,  the 
teacher's  point  of  view  obtains. 

The  work  in  English  includes  the  application  of  general  principles  to  specific 
problems,  conferences  regarding  methods  of  presentation  to  determine  their  rela- 
tive values,  discussion  of  difficulties  that  arise  in  teaching  this  subject,  pupil 
criticism  of  pupils'  plan  of  work,  a  study  of  the  art  of  questioning,  so  es  to  guide 
the  pupil  in  his  effort  to  correct  wrong  modes  of  thinking,  and  to  adjust  himself 
to  those  that  are  valid. 

Methods,  General. —  One  term.  A  text  on  methods  for  all  school  subjects 
is  studied  for  recitation.  The  teacher  in  charge  of  general  methods  supplements 
the  text  with  discussion  of  the  latest  and  most-approved  methods  of  teaching 
the  different  subjects,  and  the  special  teachers  of  those  subjects  also  supplement 
their  work  with  lectures  on  methods. 


Third  Annual  Catalogue.  25 

Music  III.-    One  term.     Rote  singing  is  taken  to  let  the  ttudents  find  their 
voices.     Dictation  work  is  given  for  the  purpose  of  learning  scale  and  key  rela- 
tionships.    Note- reading  in  different  keys,  and  practice  in  time-keeping  in  differ- 
ent kinds  of  measure,  the  application  of  all  the  foregoing  to  sight  singing,  and 
applying  of  the  words  of  songs  to  tunes. 

Music  V.  — One  term.  A  review  of  the  work  of  the  first  ten  weeks  is  given, 
including  further  development  under  the  various  headings  of  the  first  term. 
Skips  and  intervals  that  are  more  difficult  are  taken  in  the  various  keys,  the 
minor  scales  are  analyzed,  and  the  principles  of  these  scales  applied  to  exercises 
and  songs. 

The  latter  part  of  the  work  deals  more  explicitly  with  methods  of  teaching  in 
the  schools.  The  different  pupils  are  called  upon  to  conduct  model  recitations 
with  the  class,  and  criticisms  are  given. 

Oration.— Forty  weeks ;  two  orations.  So  far  as  time  permits,  a  careful  study 
is  made  of  the  personality  of  each  student,  and  the  training  is  adapted  to  indi- 
vidual needs.  Frequent  conferences  with  the  instructor  disclose  the  development 
of  the  oration  and  the  further  needs  of  the  student. 

Attention  is  called  to  the  nature  of  oratory,  and  those  peculiarities  of  struc- 
ture and  style  that  distinguish  it  from  other  forms  of  discourse.  In  the  process 
of  the  discourse  there  will  be  conciliation,  instruction,  conviction,  persuasion, 
and  these  are  all  employed  in  order  that  the  hearer  may  be  moved  to  decision 
and  to  action.     The  art  should  not  be  an  end  in  itself. 

The  prospective  speaker  is  urged  to  become  acquainted  with  his  own  heart 
life,  and  to  find  therein  incentives  to  speech;  to  discover  the  extent  and  content 
of  his  own  store  of  observations  and  experiences,  and  from  this  to  draw  much  of 
the  material  for  the  oration.  Originality  is  a  constituent  element  in  all  true  elo- 
quence. 

It  is  necessary  to  keep  in  view  the  audience  to  be  addressed  and  the  end 
sought,  and  to  let  these  determine  choice  of  facts  and  turn  of  phrase. 

For  the  purpose  of  securing  exactness  of  statement,  much  writing  must  be 
done,  but  care  should  be  taken  lest  the  larger  thought  of  to-day  be  limited  by  the 
forms  of  yesterday. 

Emphasis  is  laid  upon  the  following  principles :  Vision  —  see  clearly;  vigor  — 
feel  strongly;  sincerity  — speak  truly;  force  —  speak  simply;  interest  —  speak 
from  yourself.     The  whole  being  must  serve. 

A  substitution  for  one  oration  may  be  the  work  of  extemporaneous  speaking, 
taken  for  twenty  weeks. 

First  ten  weeks:  Lectures  dealing  with  nature  and  various  methods  of 
speech;  advantages  and  disadvantages  of  each  method;  student  encouraged  to 
talk  informally  on  subjects  self  chosen,  and  preferably  relating  to  matters  of  per- 
sonal observation  and  experience;  simplicity  and  directness  emphasized;  care- 
ful analysis  and  preparation  and  logical  order  and  presentation  advised;  student 
permitted  to  speak  in  manner  and  from  place  most  conducive  to  self-possession  ; 
criticisms  mostly  given  privately. 

Second  ten  weeks:  Auxiliary  reading  in  works  dealing  with  principles  of 
public  speaking;  debates;  written  outlines  and  briefs;  team  work;  speaker 
must  face  audience;  questions  and  interruptions  permitted;  animation  and 
vigor  emphasized.     Criticisms  in  presence  of  class. 

Oratory. —  Double  term.  Alternative  work  is  offered  for  this  subject.  In 
the  first  half  of  the  year  the  students  review  the  technique  of  reading  and  speak- 
ing, with  especial  drill  on  the  steps  for  directness,  vigor,  seriousness,  alliance 


26  Western  Branch  State  Normal  School. 

with  the  audience,  and  persuasion.  Several  excerpts  from  great  orations  are 
read,  analyzed,  memorized,  and  recited  for  drill  in  the  successive  steps  in  oratory. 

Exercises  in  extemporaneous  speaking  are  given  once  a  week  by  members  of 
the  class.  The  students  speak  on  the  life  and  great  speeches  of  great  English 
and  American  orators.  They  thus  become  familiar  with  the  literature  of  ora- 
tory. Vocal  culture  is  continued  in  advance  of  the  previous  term's  work,  and 
much  attention  is  given  to  volume,  force,  and  tone  color  of  the  voice. 

In  gesture  there  is  a  review  of  responsive  gesture,  followed  by  original  work, 
analysis  of  gesture,  and  personation. 

Recitals  of  excerpts  from  great  orations  are  given  in  class  by  the  students  at 
the  close  of  the  first  nine  weeks.  At  the  close  of  the  second  nine  weeks  they 
deliver  prepared  orations  or  extemporaneous  speeches. 

If  the  work  is  taken  in  the  last  half  of  the  year,  it  includes,  besides  the  vocal 
culture  and  gesture,  the  following:  A  study  of  personation,  with  intepretation 
of  scenes  from  The  Rivals,  As  You  Like  It,  Hamlet,  Macbeth,  Julius  Csesar, 
Antigone.  There  is  extemporaneous  speaking  by  the  students  once  a  week. 
The  subjects  are  taken  from  the  play  of  the  week. 

One  of  Shakespeare's  great  dramas  is  studied  throughout  the  term.  The 
students  rehearse  this  once  a  week,  for  reading  of  the  lines,  for  interpretation, 
for  action,  and  for  grouping  of  figures  on  the  stage. 

Lectures  are  given  by  the  teacher  on  the  evolution  of  the  drama,  the  history 
of  EDglish  drama,  the  structure  of  the  drama,  the  structure  of  the  scenes  of 
the  drama,  and  on  the  term  play,  on  the  history  of  oratory,  and  the  essentials 
of  oratory. 

Orthography. — Work  taken  from  Reed's  Word  Lessons,  omitting  the  work 
assumed  to  have  been  done  already  in  the  work  of  the  state  text,  and  omitting 
also  those  portions  of  the  book  which  are  not  strictly  spelling  drill. 

Physics  IV.— Persons  eligible  to  the  county  professional  certificate  may  en- 
ter this  class  regardless  of  antecedent  work.  Subjects  included  in  the  Institute 
Course  of  Study  issued  by  the  State  Board  of  Education,  and  some  additional 
topics  are  taken. 

Physics  V.— Review  of  the  work  included  in  the  preceding  term,  and  com- 
pletion of  Carhart  and  Chute's  high-school  text. 

Physiology  IV.— One  term.  Students  beginning  the  work  in  this  class  are 
supposed  to  have  had  already  preparation  sufficient  to  enable  them  to  pass  the 
Kansas  examination  for  the  county  certificate  The  more  easily  grasped  portions 
of  Martin's  Human  Body,  Advanced  Course,  are  taken  in  this  term.  Labora- 
tory work  is  given. 

Physiology  V.— One  term.  Students  review  the  work  of  IV,  take  the  re- 
maining topics  of  the  text,  and  continue  in  the  laboratory  the  study  of  those  por- 
tions of  slaughtered  domestic  and  wild  animals  which  illustrate  the  corresponding 
portions  in  the  human  body.  Two  or  three  hundred  histological  slides  are  exam- 
ined with  the  compound  microscope. 

Pronunciation.— First  ten  weeks.  Drill  work  from  the  text  used,  including 
all  the  lists  printed  with  diacritical  markings,  and  including  also  as  much  pre- 
ceding those  lists  as  time  allows. 

Second  ten  weeks.  Portions  of  the  text  succeeding  that  assigned  for  the  first 
ten  weeks.     Work  in  the  dictionary. 

Psychology  IV.— One  term.  An  introduction  to  the  science  of  psychology, 
intended  to  form  the  basis  for  the  work  of  the  more  advanced  course  in  the  sub- 
ject. The  chief  topics  of  mental  action  are  taken  up,  illustrated,  and  the  educa- 
tional aspscts  emphasized.     Exercises  in  introspection  are  also  given,  with  the 


Third  Annual  Catalogue  27 

idea  of  stimulating  the  student  to  a  closer  observation  of  his  own  mental  proc- 
esses and  those  of  his  pupils.     Titchener  is  used  as  a  text. 

Rhetoric.  Double  term.  The  aim  is  threefold:  (1)  To  read  appreciatively 
and  with  culture  results  the  various  styles  of  literature;  (2)  to  furnish  system- 
atic practice  in  the  three  types  of  prose  composition -narration,  description, 
exposition,  with  particular  reference  to  the  development  of  the  formal  essay  and 
critique;  (3)  to  enable  the  pupil  to  teach  effectively.  The  paragraph,  both  as  a 
unit  and  as  an  integral  part  of  the  whole  composition,  receives  much  attention. 
Daily  written  exercises,  biweekly  themes  and  outlines  are  required.  Accumula- 
tive themes  cultivate  the  habit  of  intelligent  and  critical  research  in  the  library. 
Written  criticism  follows  the  study  of  selected  English  classics. 

School  Law  and  Management.— Double  term.  This  subject  is  classified  as 
work  to  be  pursued  during  the  second  year,  although  the  pupil  is  allowed  to 
enter  these  classes  any  time  after  taking  up  the  work  in  the  Normal  Department. 
For  recitation,  a  text — Wilkinson's  School  Management  —  is  studied  in  connec- 
tion with  the  statutes  of  the  state  bearing  upon  and  regulating  our  public-school 
system.  Especially  is  the  pupil  required  to  become  familiar  with  the  laws  au- 
thorizing the  issuance  of  all  certificates  recognized  as  qualifying  a  teacher  to 
teach,  the  origin  and  maintenance  of  the  state  permanent  school  fund,  the  source 
and  distribution  of  the  state  annual  school  fund,  and  the  theory  of  taxation. 
The  study  and  discussion  of  the  management  of  the  rural  schools,  and  those 
schools  which  are  more  closely  supervised,  both  as  to  discipline  and  methods  of 
conducting  recitation,  is  an  important  feature  of  the  work  done  in  this  subject. 
A  good  general  knowledge  of  the  school  law  of  Kansas  and  of  the  scope  and  pur- 
pose of  school  economy  is  a  necessary  condition  to  admission  to  this  term's  work. 
It  is  believed  that  every  student  should  take  this  work  unless  he  has  had  a  simi- 
lar course  in  a  normal  school  of  high  rank  with  excellent  library  facilities. 

Scope  of  the  work  —  five  general  problems.  City  schools  and  their  work,  in- 
cluding a  special  study  of  high  schools;  the  relation  of  the  people  to  the  schools; 
material  appliances  in  the  economy  of  the  school ;  the  class  and  questions  of  the 
classroom;  the  individual  pupil,  and  matters  pertaining  to  his  growth  and 
control. 

Nature  of  the  work;  such  as  to  require  the  use  of  an  extensive  and  well- 
selected  library.  A  mere  suggestion  of  a  general  classification  of  the  sources  is 
here  given  to  illustrate  this  point.  Books  on  school  law,  management,  theory 
and  practice,  etc.  The  list  of  such  books  in  this  Bulletin  will  suggest  the  possi- 
bilities in  this  line.  Periodicals  bearing  directly  on  school  problems,  as  the  re- 
ports of  the  National  Commissioner  of  Education,  the  National  Educational 
Association,  and  complete  files  of  educational  journals.  Special  reports  from 
pamphlets,  such  as  courses  of  study,  state  and  city,  reports  on  city  schools, 
manual-training  schools,  the  library  in  relation  to  the  public  schools,  etc.;  court 
decisions,  official  opinions,  etc. 

The  student  is  required  to  study  each  problem  according  to  the  following 
plan  of  the  work : 

General—  {a)  Law:  (1)  The  school  law  of  Kansas  as  it  is.  (2)  Comparative 
school  law,  showing  likeness  and  differences  in  the  laws  of  the  various  states. 
(3)  Interpretation — opinions  of  attorneys-general  and  court  decisions.  (4)  Ideal 
conditions  and  the  opportunities  of  the  teacher.  (6)  Management:  (1)  Study  of 
fundamental  principles.  (2)  A  knowledge  of  the  present  status  of  school  prob- 
lems. (3)  A  comparison  of  the  management  of  the  schools  of  other  countries 
and  of  the  United  States;  of  other  states  and  Kansas. 

Special  study:  {a)  The  pupil  is  to  work  out  some  original  problems,  making 
a  report  on  the  same.     (6)  Each  student  is  to  do  some  systematic  library  work, 


28 


Western  Branch  State  Normal  School, 


to  the  end  that  he  may  be  able  to  use  sources  intelligently  and  that  he  may  gain 
skill  in  forming  judgments. 

The  recitation:  (a)  The  student  is  to  give  what  others  say  —  a  synopsis  of  an 
article  read  on  a  given  subject.  (6)  He  is  to  present  the  arguments  for  and 
against  a  given  subject,  (c)  His  own  opinions  and  the  reasons  therefor  are  to  be 
clearly  stated,  (d)  A  part  of  the  work  is  given  by  the  instructor  in  the  form  of 
lectures. 

Trigonometry.— One  term.  Trigonometry  is  studied  as  far  as  the  oblique 
spherical  triangle. 

Zoology. — Double  term.  Dissections  and  descriptions  of  a  full  line  of  typ- 
ical specimens,  such  as  starfish,  worms,  mussels,  crayfish,  fish,  etc.;  the  iden- 
tification of  Kansas  birds,  studied  from  an  economic  standpoint;  economic 
entomology,  embracing  a  collection  of  our  common  insects;  a  special  study  of  a 
number  of  other  lines.  Nearly  all  of  the  work  is  done  by  the  use  of  specimens, 
and  not  from  texts. 


BASEBALL  TEAM. 


Third  Annual  Catalog/".  *29 


Text-book  List. 

...                                               \  State  text $0  55 

Algebra I  Wells 1  50 

Arithmetic American  Comprehensive 65 

Astronomy Young's  Elements 1  GO 

Bookkeeping Goodyear 44 

n  ,                                                   (  Bergen's  Foundations 1  20 

Kotany I  Gray's  Field,  Forest,  and  Garden 1  44 

CiV3ar Lowe  and  E  wing 83 

Chemistry Remsen 115 

civil  Govem™*. .            .  j  &*£•.;■*  ^or; ::;:;;;::;;:;:;;::::  x  % 

88 

80 


n       .  \  Thompson  (8  books) 

Rawing /  Cross's  Free  hand  . . 


Elocution M  arsland 1  12 

Eogiish  Grammar \  £££»;.•;;; ;;;; ;;;;;; ;;; ; ;; ;; ;; ;; ;;;;  j» 

Geography,  Physical Davis 88 

Geology LeConte's  Elements 3  50 

Geometry Wentworth 88 

German  Grammar Carruth  Otis 85 

History  of  Education Cubberley 's  Syllabus 2  50 

History  of  Art Goodyear 2  80 

History,  General Myers 1  50 

History,  Kansas Pren tis 66 

History,  United  States j  ^avid son .  ^ ...... . ,, ^ ........  •■••■■■•  x  « 

t„4-:«   ««„•„«•„,,                          S  Bellum  Helveticum  —  Lowe  and  Butler. .  66 

Latin,  Beginning |  In  Latinum-Riggs 50 

Latin  Grammar Bennett 73 

Literature,  English Simond's 1  25 

Methods  of  Teaching McMurry 90 

i  ^atural  Music  Chart 25 

Music j  Short  Music  Course,  II 40 

(  Fullerton's  Choice  Songs 35 

Penmanship Easel  —  Crane  &  Co 06 

Physics Carhart  and  Chute,  high- school  edition .  .  1  25 

Physiology Martin's  Human  Body,  Unabridged 2  50 

Psychology Titchener's  Elements 1  00 

t?k<^.;„  \  Mother    Tongue,    Elements    of    English 

Rhetoric j        Composition.. ...  100 

School  Law  and  Management. .     Wilkinson 40 

(  Hewitt 11 

Spelling j  Reed's  Word  Lessons 25 

(  Wilkinson's  Orthoepy, 40 

Trigonometry  Wentworth 1  35 

83 


Oology ••••J&landKell0gg 


I  Kellogg 1  20 


30 


Wtsttrn  Branch  State  Normal  School. 


Periodicals  in  the  Library. 


Star,  Kansas  City,  Mo. 


DAILY. 

|   Capital,  Topeka,  Kan. 

WEEKLIES. 


Bee,  Bison. 
Chronicle,  Scott  City. 
Ep worth  Herald,  Chicago. 
Free  Press,  Hays. 
Gazette,  Emporia. 
Gazette,  Plainville. 
Harper's  Weekly,  New  York 
Journal  of  Education,  Boston. 
Literary  Digest,  New  York. 

MONTHLIES,    BIMONTHL 

Century,  New  York. 
Current  Literature,  New  York. 
Good  Housekeeping,  Springfie'd,  Mass. 
High  school  Independent,  Hays. 
Kansas  Educator,  Hutchinson. 
Ladies'  Home  Journal,  Philadelphia. 
Library  Journal,  New  York. 
Literary  Digest,  New  York. 


News,  Hays. 

Record,  Stockton. 

Republican,  Hays. 

Scientific  American,  New  York, 

Sentinel,  Hoxie. 

Standard,  Axtell. 

Times,  Plainville. 

Youth's  Companion,  Boston. 

IES,    AND   QUARTERLIES. 

McClure's  Magazine,  New  York. 
New  England  Magazine,  Boston. 
North  American  Review,  New  York. 
Review  of  Reviews,  New  York. 
Scribner's,  New  York. 
Success,  New  York. 
Western  School  Journal,  Topeka. 
World's  Work,  New  York. 


BASEBALL  TEAM  IN  ACTION. 


Third  A  unual  CcUaloyiK  , 


:n 


BIG  CREEK  AND  BRIDGE  NEAR  THE  SCHOOL. 


CATALOGUE 


01     llll 


Western  Branch 

State  Normal  School 


FOURTH  YEAR,  1905-'06. 


HAYS,  KANSAS. 


ANNUAL  CATALOGUE 


OF   THE 


OFFICERS  and  STUDENTS 


OF  THE 


WESTERN  BRANCH 

STATE  NORMAL  SCHOOL, 


FOURTH  YEAR-1905-'06. 


HAYS,  KANSAS, 
1906. 


Western  Branch  State  Normal  School. 


VIEW  OF  BUILDINGS. 


NEW  GYMNASIUM. 


Fourth  Annual  Catalogue. 


The  Faculty. 

Names  are  printed  in  the  order  of  election. 
PRESIDENT. 

JASPER  N.  WILKINSON i  (Illinois  Normal  University). 

PRINCIPAL. 

WILLIAM  S.  PICKEN  (Kansas  State  Normal  School), 

History  of  Education  and  Latin. 
ASSISTANTS. 

ANNA  KELLER,  (Kansas  State  Normal  School), 

Drawing  and  Directress  Model  School. 

ERNEST  B.  MATTHEW  (Kansas  State  Normal  School), 

Mathematics  and  Public  Speaking. 

HARRY  L.  KENT  (Kansas  State  Normal  School), 

Natural  Sciences. 

LULU  BICE  (Western  Branch  State  Normal  School), 

Special  Classes. 

CHARLES  A.  SHIVELY  (State Normal  School  and  University  of  Kansas) 

History  and  School  Organization. 

JENNIE  E.  NICKLES  (University  of  Kansas), 

German. 

LUCIE  H.  SNYDER  (Western  Branch  State  Normal  School), 

Librarian. 

ANNETTE  FOSTER2  (Kansas  State  Normal  School), 

English. 

JOHN  S.  BIRD2  (Kansas  State  Normal  School), 

Commercial  Subjects,  Shorthand,  and  Typewriting. 


Jos.  G.  Beatty,  Janitor. 


1.  Resigned. 

2.  Elected. 


Western  Branch  State  Normal  School. 


Fourth  Annual  Catalotjur. 


Register  of  Students. 

June,  1905,  to  June,   1906. 


GRADUATING. 

THREE-YEAR  COURSE. 

Freese,  Alice  Lee, Hays. 

Leahy,  Elizabeth  Hortense, Hays. 

Virmond,  Bertha  Jane, Hays. 

TWO-YEAR  COURSE. 

Bice,  Claude  F., Plainville. 

Bice,  Clayton  Charles, Plainville. 

Crocker,  Benjamin  Franklin, Hays. 

McVey,  James  Oliver, Togo. 

Ritter,  Elias  E., Selden. 

Smith,  Francis  Marion, Luray. 

Wallace,  Murray  Morton, Hill  City. 

NOT  GRADUATING. 

Akers,  Elizabeth, Prairie  View. 

Arnold,  Rebecca  Eldora, .       .  Hays. 

Barnes,  Carl, Hays. 

Barnes,  Elma  Leota, Hays. 

Basgall,  George  J. , .       .  Hays. 

Baxter,  Clara  Belle,  Hays. 

Baxter,  Harry, Gorham. 

Baer,  George, Russell. 

Behan,  Ellen  Terry, Hays. 

Beleke,  Elizabeth  Anna, Hays. 

Bell,  Beulah  Vida, Hays. 

Bell,  Neva  Mae, Hays. 

Bice,  Aurilla  Ellen, Plainville. 

Bice,  Clyde  Wisner, Plainville*. 

Bice,  Gertrude  Iona, Plainville 

Bice,  Lulu  May, Plainville! 

Bice,  Vernon  Leslie, Plainville 

Breon,  Clara  Ina, Norton 

Brown,  Charlotte  E., Hays 

Brown,  Katherine, Hays 

Brown,  Lizzie  Pearl, Callison. 

Brown,  Ruth  Adell,      ; Hays 

Brumitt,  Charles  David, Hays 

Bunker,  Jessie  Belle,  Lucas 

Butler,  George  Holloway, Walker. 

Chegwidden,  Bert, Dubuque. 


8  Western  Branch  State  Normal  School. 

Christiansen,  Hans  Vincent, Menlo. 

Christiansen,  Louis, Smoky  Hill- 
Clark,  Clara  Maud  (deceased), Hays. 

Clark,  Nellie  Florence, Morland. 

Clarkson,  Marie  Matilda, • .       .  Hoxie. 

Coleman,  Ethel, Hays. 

Cox,  Winifred, Hays. 

Cress,  Hugh  Irvin, Codell. 

Crissman,  Mary  Margaret, Hays. 

Custer,  Maud  M., Natoma. 

Dazey,  Roy  C, Hill  City. 

Dee,  Elizabeth  I., Russell. 

Dickerson,  Josie  May, Garden  City. 

Dickerson,  Katherine, Garden  City. 

Dickinson,  Sophia  Grace, Hays. 

Dickinson,  Ursula  Bailey, Hays. 

Dite,  Emily, •  Ellis. 

Dodrill,  Ellsworth, Stockton. 

Dodrill,  Sadie  Bessie, Stockton. 

Dortland,  Lucy  C, Gorham. 

Dunham,  George, Hays. 

Dunlap,  Laura  Mae, Paradise. 

Eaton,  Lexie  Elizabeth, Palco. 

Ellis,  Bessie  Francis,  Hays. 

Engle,  Aloysius, Hays. 

Farber,  Ora  B., Hoxie. 

Fitzpatrick,  Hugh  James, Hays. 

Foster,  Jeremiah  James, Paradise. 

Freeland,  Edith, Hays. 

Garvin,  Charles, Plainville. 

Gatewood,  Eva, Hays. 

Germann,  Dollie, Ellis. 

Glass,  Molly, Ellis. 

Goddard,  Kate, Garden  City. 

Goff,  Adah  R., Hays. 

Groff,  Clara  Elsie, Ellis. 

Gurley,  Mattie  Enid, Glen  Elder. 

Havemann,  Alfred, Hays. 

Helm,  J.  Russell,  Ellsworth. 

Helm,  Mary  Huldah, Ellsworth. 

Henderson,  Virginia, Hays. 

Herrman,  Magdalena, Victoria. 

Higgins,  Ethel  Blanche, Hays. 

Hoagland,  Frank  Bice, Codell. 

Hoagland,  Lee  Gilbert, Codell. 

Hoffman,  C.  Eva, Luray. 

Hopson,  Eliza  Ellen, Luray. 

Huff,  Jessie, Dresden. 

Ivan,  Barbara  Katherine, .  Collyer. 

Jacobs,  Joseph  A.,  Hays. 


Fourth  Annual  Catalogue. 

Jantzen,  Edward  David, Fftfrport. 

Jantzen,  Leona  May, Fairport 

Johnson,  Carolina, Hays. 

Johnson,  Christena, Hays. 

Johnson,  Helena  Elizabeth, Hays. 

Johnson,  Lily, Hays. 

Joslin,  Katherine  Maud, Hays. 

Joslin,  Pearl  Mollie, Hays. 

Keough,  William  Joseph, Dorrance. 

King,  Louella  Florence, Turkville. 

Kingsley,  Harrison, Ellis. 

Kline,  Elizabeth, Gradan. 

Kraus,  Emma  Elizabeth, Hays. 

Kutina,  Nellie  Mary, Ellis. 

Lacey,  Sarah  Elma, Russell. 

Leiker,  Anthony  Francis, Munjor. 

Leiker,  August, Munjor. 

Leonard,  Mary  0., Ellis. 

Lindley,  Joseph  William, Natoma. 

Lindley,  Thomas Portis. 

Long,  Bernard  B., Hays. 

Loyd,  Ulysses, Leland. 

McBurney,  Margery  Claire, Bison. 

McClain,  Marguerite  Helen, Hays. 

McGuire,  William, Hays. 

McMahon,  Gay, Ellis. 

McVey,  Alpha, Togo. 

McVey,  Henry  Herbert, Togo. 

McVey,  Nellie  Frances,       .       .       .  - Togo. 

Main,  Louis  James, .  Pfeifer. 

Marsh,  Carrie  Alice, Bunker  Hill. 

Matthew,  Grace, Webster. 

Matthew,  Harry  Virgil, Webster. 

Meier,  Elizabeth, Hays. 

Mendenhall,  Bessie,      . Turkville. 

Mendenhall,  Mary  Alice, Plainville. 

Meyer,  Henrietta  Dorinda, Hays. 

Meyers,  Carolina  Wilma, Wellmanville. 

Miller,  John  Oliver, Natoma. 

Miller,  Scholastica  Agnes, Hays. 

Miller,  Thomas  C, Natoma. 

Mills,  Edith  Aurelia, Gorham. 

Mills,  Julia  Elzana, Gorham. 

Mills,  Mary  Zeta, Gorham. 

Morgan,  Myrtle  Bennetta, Hays. 

Morton,  Charlotte, Ellsworth.. 

Motz,  Frank  Spafard, Hays. 

Mulheim,  Arnold,  Ellis. 

Nelson,  Amanda,  Ellis. 

Nelson,  Anna  Euphemia, Ellis. 


10  Western  Branch  State  Normal  School. 

Nickles,  Lila  Gaynell, Hays. 

Nielsen,  John  Andrew, Fairport. 

O'Connor,  Rose Waldo. 

Olsen,  Anna, ' Hays. 

Owen,  Anna  Laura, Plainville. 

Parkhurst,  Verna  Luvera,         .       .       .       .       .       .       .  Plainville. 

Pearce,  Henry  Earl, Portis. 

Picken,  Chat  Alan, Hays. 

Picken,  Lucy  Lillian, Hays. 

Pierce,  Edith  Irma, Russell. 

Pierce,  Edwin  William, Chaffee. 

Pierce,  Ethel  Jlelena, Russell. 

Prior,  Mary  Lovitt, McCracken. 

Reed,  Anna  Gertrude,         .       .       .       ...       .       .  Hays. 

Reed,  Elsie  Florine, Logan. 

Reed,  Fred  H., Turkville. 

Reed,  Thomas, Hays. 

Ringe,  Anna  Hermie  Lulu, Hays. 

Robb,  Carrie, Osborne. 

Robb,  Edgar  M., Osborne. 

Roberts,  Clara  Maud, Phillipsburg. 

Roberts,  Harriett  Anne, Phillipsburg. 

Rowlison,  Ethel  Aletha, Hays. 

Runyon,  Laura  Edith, Ellis. 

Ryan,  Mary  Alice  Gertrude, Hays. 

Schmidt,  Stephen, Liebenthal. 

Schultz,  Herbert  Carl, Hays. 

Schumacher,  Joseph  A., Victoria. 

Shauers,  Agnes  Etta, Ness  City. 

Shutts,  Jacob  P., Hays. 

Sidwell,  Bertha  May, Hays. 

Sites,  Sanford, Hays. 

Smith,  Laura  Louise, Grinnell. 

Smith,  Mary  Louise, Gill. 

Smith,  Mary  Mazella, Natoma. 

Snyder,  Lucie  Hortense  Hodge, Hays. 

Spencer,  Clarance  Ora, Leland. 

Staples,  Jessie  May  Florence, Logan. 

Stewart,  Laura  Viola, Beeler. 

Stout,  Ralph  Lewis, Hays. 

Sullivan,  Ward  Will, "...  Hays. 

Sutton,  Belle, Hays. 

Sweat,  Katherine, Cedarville. 

Swires,  Amy  Leala, Hays. 

Teel,  Mary  lea, Lucerne. 

Thompson,  Anna  Helen, Seguin. 

Unrein,  Antony, Hays. 

Waggoner,  Oscar  Earl, Morland. 

Wagner,  Carrie, Hays. 

Wagner,  Katherine  Bertha, Hays. 


Fourth  A  mi unl  Catttlotini'. 


11 


Ward,  Lincoln  A., Hays. 

Ward,  Walter  W., Hays. 

Wohrli,  Anna  Marie,     .        . Dorrance. 

West,  Stella  R Hays. 

Westbrook,  Abbie Hays. 

Wheatley,  Idonia  Alice, Russell. 

Wilson,  Charles  Dudley, Palco. 

Wilson,  Nora  Josephine.     . Ellis. 

Wilson,  Pansy, Hoxie. 

Wilson,  Sybil, Hoxie. 

Winters,  Katherine  Josephine, Morland. 

Wolf,  Fred  A., Catharine. 

Wolf,  Jacob, Hays. 

Yowell,  Mrs.  J.  F., Hays. 

Zeigler,  Lida  May, Codell. 


Counties  Represented. 


Decatur 1 

Ellis 97 

Ellsworth 3 

Finney 3 

Gove 1 

Graham 14 

Logan 2 

Mitchell 1 

Ness 3 

Norton - 2 


Osborne 6 

Phillips 3 

Rooks 22 

Rush 5 

Russell 21 

Sheridan 8 

Smith 2 

Trego 7 

Total 201 


£ 


f       f     '     *  *    s' 


BASKET-BALL  SQUAD. 


12 


Western  Branch  State  Normal  School. 


Fourth  Annual  Catalogue. 


13 


Course  of  Study, 


Subjects  in  italics  are  elective  with  Latin, 
bookkeeping-  and  commercial  law. 

A  star  signifies  half-term  subjects. 


German,  shorthand,   typewriting  or  advanced 


FIRST  YEAR. 

I. 

ii. 

1. 

Arithmetic. 

6.    Algebra. 

2. 

Drawing. 

7.    Botany. 

3. 

Elocution. 

8.    English. 

4. 

Geography,  Phys.  and  Polit. 

9.    General  History. 

5. 

Declamation. 

10.    Orthography. 

SECOND  YEAR. 

III. 

IV. 

11. 
12. 
13. 

Bookkeeping  and  Penmanship.* 

Rhetoric. 

School  Law  and  Management. 

17.  Geometry. 

18.  Literature. 

19.  Methods.* 

20.  Physics.* 

21.  Physiology.* 

22.  Psychology.  * 

23.  Essay. 

14. 
15. 

Parliamentary  Law,  American 

History  and  Constitution. 
Vocal  Music* 

16. 

Orthoepy. 

Methods,  Common  Subjects. 

THIRD  YEAR. 

V. 

VI. 

24. 

Algebra.  * 

31.    Chemistry. 

25. 

Oratory. 

32.    Teaching. 

26. 

Physics.* 

33.    Trigonometry. 

27. 

Vocal  Music.  * 

34.    Geology. 

28. 

Zoology. 

35.    History  of  Education.* 

29. 

Physiology. 

36.    Oration. 

30. 

Etymology. 

14  Western  Branch  State  Normal  School. 


Admission  and  Credits. 

Before  admission  to  the  Normal  Department,  candidates,  in  accordance 
with  the  law,  are  required  to  subscribe  to  the  following  declaration  and 
agreement : 

"  I  hereby  declare  that  my  purpose  in  entering  the  State  Normal  School  is  to  fit  myself  to 
teach  in  the  schools  of  Kansas,  and  I  solemnly  agree,  after  leaving  the  same,  to  report  to  the 
Principal  of  the  Faculty,  semiannually,  for  three  years,  my  location  and  occupation." 

Written  examinations  on  arithmetic,  reading,  geography,  grammar,  his- 
tory, physiology,  writing  and  spelling  are  given  to  candidates  for  admission, 
unless  they  are  able  to  present  credentials  showing  work  as  thorough  and 
comprehensive  in  each  of  these  subjects  as  is  indicated  by  a  second-grade 
certificate.  Grades  for  such  admission  or  for  advanced  standing,  if  not  on 
teachers'  certificates,  should  be  presented  from  schools  attended,  and  such 
grades  should  be  accompanied  by  the  statement  of  texts  and  time  in  which 
they  were  made.  Blanks  for  putting  these  grades  in  the  desired  form  will 
be  furnished  on  application.  Besides  the  subjects  named  above  for  admis- 
sion to  the  Normal  Department,  the  other  subjects  of  a  first-grade  certifi- 
cate, except  theory  and  art  of  teaching,  must,  unless  some  proficiency  has 
been  attained,  be  taken  in  special  classes  before  beginning  them  in  the 
Normal  Department. 

Students  who  are  able  to  show  from  work  done  elsewhere  that  they  are 
unquestionably  strong  in  the  academic  work  of  arithmetic,  elocution,  geo- 
graphy, grammar,  and  American  history  and  constitution,  or  in  any  of  them, 
will  be  allowed  to  take  one  hour  per  week  of  methods  for  twenty  weeks,  in 
the  afternoon,  on  each  of  the  subjects  in  which  such  strength  is  shown,  and 
academic  proficiency  will  be  included  in  making  a  grade  on  this  work.  The 
grade  made  in  each  such  methods  class  will  stand  for  the  grade  for  the 
subject. 

Subjects  in  the  Normal  course  will  be  credited  in  whole  or  in  part  for 
students  who  show  good  work  done  in  them  in  high  schools,  academies,  and 
colleges. 

Certificates  and  Diplomas. 

The  law  establishing  the  school  provides  that  "Any  person  of  good  moral 
character,  over  sixteen  years  of  age,  having  been  in  actual  attendance  at 
least  twenty  weeks  at  the  above-named  School,  and  having  completed  the 
course  of  study  prescribed  by  the  said  Board  of  Regents,  shall  be  awarded 
a  certificate,  which  shall  be  a  legal  certificate  to  teach  in  any  of  the  public 
schools  of  the  state,  except  high  schools,  and  good  for  one  year." 

By  law  of  March  15,  1905,  it  is  provided  that  "The  Board  of  Regents 
.  .  .  shall  fix,  in  addition  to  the  two  years'  course  as  now  provided  by 
law,  a  course  of  not  less  than  three  years  in  the  Normal  Department  for 
each  of  the  auxiliary  schools,  in  such  manner  as  may  seem  to  them  econom- 
ical and  effective  in  the  training  of  teachers;  and  .  .  .  shall  on  the  com- 
pletion of  the  three  years'  course  in  the  State  Normal  School  or  its  auxiliaries 
issue  a  diploma,  which  shall  be  a  three-year  certificate,  valid  for  teaching 
in  the  public  schools  of  the  state." 

Students  finishing  their  work  during  the  year  before  commencement  may 
have  their  diplomas  dated  when  the  work  is  completed,  but  not  delivered 


Fourth  Annual  Catalogue.  15 

until  the  next  commencement,  when  all  the  class  arc  expected  to  be  pi 

and  share  in  the  responsibilities,  honors  and  pleasures  <>f  commencement 

week. 

Exchange   of  Credits. 

Grades  on  work  done  and  credits  given  in  the  Branch  Normal  School  will 
be  accepted  in  the  main  institution,  and  vice  versa,  but  no  student  having 
failed  in  a  study  in  one  school  will  be  allowed,  without  special  permission, 
to  transfer  to  the  other  before  he  has  made  up  the  failure  in  the  school 

where  it  occurred. 

Fees. 

Final  examinations  outside  of  class,  and  entrance  examinations,  must  be 
taken  at  the  time  offered  in  the  calendar,  page  4,  or  a  fee  of  one  dollar  will 
be  charged  for  taking  examination  on  Monday  or  Tuesday  any  time  during 
the  current  ten  weeks. 

No  fees  are  charged  students  regular  in  their  work  in  the  Normal  Depart- 
ment. 

Special  students  are  charged  five  dollars  per  half-term,  or  two  dollars  per 
subject,  if  less  than  three  subjects  are  taken. 

All  students  whose  residence  is  outside  the  state  immediately  preceding 
the  time  of  entrance  are  charged  five  dollars  extra  per  half-term,  with  the 
usual  charges  for  taking  subjects  irregularly  and  for  taking  subjects  in  spe- 
cial classes. 

No  fees  will  be  refunded  except  in  case  of  protracted  sickness;  but  in 
case  of  absence  from  other  causes,  the  Principal  may,  at  his  discretion, 
credit  unused  balance  on  a  future  term. 

Examinations. 

A  fee  of  one  dollar  is  charged  for  all  special  examinations,  and  this  rate 
is  applied  to  all  examinations  except  those  taken  on  the  days  announced  in 
the  calendar  as  free  days.  Such  examinations  are  given  on  Monday  or  Tues- 
day of  any  week,  and  the  payment  of  the  fee  once  pays  for  any  examination 
desired  during  the  current  ten  weeks,  except  that  candidates  for  graduation 
cannot  take  examination,  unless  finals  in  class,  after  the  first  week  in  the 
fourth  ten  weeks  of  the  year.  Candidates  for  advanced  standing  will  be 
subject  to  the  same  conditions. 


16 


Western  Branch  State  Normal  School. 


Fourth  Annual  Catalogue.  17 


Miscellaneous. 


Discipline. 


SO  MANY  of  our  pupils  have  already  had  some  experience  in  practical  life, 
that  they  become  valuable  aids  in  developing  a  healthy  school  sentiment. 
This  renders  few  restraints  necessary.  Still,  every  effort  of  the  Faculty  is 
given  towards  making  the  pupils  self-reliant,  self-controlled  men  and  women; 
and  those  whose  best  endeavor  is  not  in  accord  with  this  purpose  are  sum- 
marily dismissed  from  the  School. 

Admittance  and  Credits  from  High  Schools. 

The  Principal  of  the  Faculty  will  take  pleasure  in  corresponding  with 
school  principals  and  superintendents  who  may  desire  to  make  such  arrange- 
ments as  may  be  necessary  in  order  that  their  high-school  diplomas  may  ad- 
mit candidates  to  the  Normal  Department  of  the  School  without  examination, 
or  who  may  contemplate  adopting  a  course  of  study  which  would  give  gradu- 
ates advanced  standing. 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the 
regular  recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a  stu- 
dent can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to 
retain  their  places  in  school.  One  who  does  not  carry  as  many  as  two 
studies,  or  who  habitually  fails  in  studies  taken,  is  required  to  show  the 
Principal  cause  why  he  should  not  be  dismissed. 

Advice. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  present 
at  the  opening  of  the  session.  The  student  who  is  behindhand  then  rarely 
makes  up  what  he  has  lost,  and  will  feel  a  constantly  increasing  embarrass- 
ment throughout  the  entire  term.  The  habit  which  is  thus  indulged  indi- 
cates a  lack  of  fitness  for  the  profession  of  teaching.  Those  students  whose 
standing  is  to  be  determined  by  examination  should  be  present  on  the  days 
appointed;  otherwise,  they  will  subject  themselves  to  the  inconvenience 
and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  informa- 
tion that  it  does  not  supply. 

Summer  School. 

A  Summer  School  of  nine  weeks  is  now  a  regular  term  in  the  school  year. 
The  next  session  will  open  June  3,  1907,  and  the  fee  will  be  fifty  cents  per 
week. 

Points  to  be  Noted. 

The  Western  Branch  of  the  Kansas  State  Normal  School  is  located  at 
Hays,  on  the  Union  Pacific  railway,  on  a  part  of  the  Fort  Hays  reservation 
contiguous  to  the  town. 


18  Western  Branch  State  Normal  School. 

Land.— The  institution  owns  over  4000  acres  of  land,  with  over  two  miles 
of  fine  timber  along  Big  creek,  the  water  of  which,  held  by  a  good  dam, 
affords  a  magnificent  opportunity  for  boating,  fishing,  and  skating,  in  sea- 
son. 

Buildings.— The  main  building  is  a  handsome,  substantial  building  of 
stone,  equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water- 
closets,  shower-baths,  and  other  modern  conveniences. 

The  handsome  gymnasium-auditorium  building,  shown  on  page  6  of  this 
catalogue,  was  completed  in  May,  1906.  Thoroughly  modern  and  well 
equipped,  it  is  the  finest  gymnasium  now  in  use  at  any  of  the  state  educa- 
tional institutions. 

A  good  frame  building,  some  seventy  by  twenty-four  feet,  with  addition 
of  twelve  by  twenty-four  feet,  one  story,  divided  into  one  large  and  two 
smaller  rooms,  serves  well  as  temporary  home  for  the  commercial  work, 
including  shorthand  and  typewriting. 

A  new  boiler-house  for  heating  plant  completes  list  of  buildings  on  campus. 
Janitor's  residence  and  emergency  hospital  are  just  south  of  campus,  across 
creek. 

Entrance  Requirements.— Graduates  of  high  schools  and  holders  of  pro- 
fessional, first-grade  or  second-grade  county  certificates  enter  Normal  De- 
partment without  examination.  Others  may  enter  Normal  Department  upon 
passing  a  successful  entrance  examination  ( average  grade  of  eighty  per 
cent,  required )  upon  arithmetic,  reading,  geography,  grammar,  United  States 
history,  physiology,  writing,  and  spelling. 

Special  Classes.— These  classes  prepare  for  entrance  to  the  Normal 
Department  and  fit  teachers  for  examination  for  second  and  higher  grades 
of  county  certificates.  Holders  of  third-grade  certificates  and  graduates  of 
district  schools  enter  these  classes  without  examination. 

Courses.— Two  courses  are  provided— a  two-year  course  and  a  three- 
year  course  ( which  includes  work  of  two-year  course) . 

State  Certificates.— Each  of  foregoing  courses  leads  to  a  diploma;  that 
of  shorter  course  being  a  one-year  state  certificate,  the  other  a  three-year 
state  certificate.  The  completion  of  the  three  years  of  work  means,  there- 
fore, four  years  of  state  license  to  teach. 

Tuition.— No  tuition  is  charged  in  Normal  Department.  Special  classes 
call  for  fee  of  fifty  cents  when  three  or  more  subjects  are  taken. 

Board  and  Rooms.— Good  table  board  can  be  had  for  $2.50  per  week, 
with  lodging  at  50  cents  per  week— accommodations  in  private  families. 
Living  expenses  may  be  reduced  below  these  figures  by  self -boarding. 

Examinations  for  County  Certificates.— Under  a  state  law,  exami- 
nations for  all  grades  of  county  certificates  are  hereafter  to  be  offered 
at  the  School,  papers  made  in  such  examinations  to  be  sent  to  county  of 
student's  selection,  there  to  be  passed  upon  by  county  board  of  examiners, 
and  to  receive  credit  as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered.— An  enthusiastic  Faculty,  a  fine  library, 
a  well-equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic  associa- 
tion, a  helpful  lecture  course,  a  Summer  School  with  regular  Faculty  in 
charge,  for  nine  weeks,  at  a  fee  of  only  five  dollars,  an  eighty-acre  campus, 
with  finest  natural  athletic  park  in  the  state,  and  a  student  body  unsur- 
passed for  energy  and  devotion  to  work. 


Fourth  Annual  Catalogue.  19 


Outline  of  Instruction. 

Normal  Classes. 

rPHE  following  brief  outline  of  the  work  done  in  the  different  branches  in- 
*■      eluded  in  the  course  of  study  will  give  a  fair  idea  of  the  standard  main- 
tained;  students  recite  daily  in  each  subject,  and  are  supposed  to  spend 
approximately  two  hours  per  day  in  the  preparation  of  the  lesson  assigned: 

Algebra  II.— Double  term.  A  term's  previous  preparation  required. 
The  work  extends  through  simultaneous  quadratic  equations.  It  is  the  in- 
tention to  give  the  work  in  such  a  manner  as  to  impart  power  in  original 
investigation,  mastery  of  methods  of  teaching  the  subject,  ability  to  talk 
and  chalk  at  the  same  time,  and  ability  to  demonstrate  formally  and  rigidly 
all  principles.  A  short  review  of  the  principles  and  methods  of  the  previous 
term's  work  will  be  included  in  this  double  term. 

Algebra  V.  — One  term.  Covers  the  work  of  indeterminate  equations, 
ratio  and  proportion,  variation,  arithmetical  and  geometrical  progression, 
logarithms,  and  compound  interest. 

Arithmetic— Double  term.  Expertness  in  addition,  subtraction,  multi- 
plication, division,  and  the  solution  of  problems;  mastery  of  many  subjects 
found  only  in  advanced  arithmetics;  ability  to  prove  every  principle  in  the 
science;  mastery  of  the  method  of  presentation  and  explanations  to  be- 
ginners—our most  important  work. 

Bookkeeping  and  Penmanship.— One  term.  The  subjects  of  bookkeep- 
ing and  penmanship,  being  so  closely  related,  are  taken  as  a  single  sub- 
ject in  a  class  of  methods.  No  particular  text-books  are  used,  although 
the  texts  adopted  by  the  state  receive  first  consideration.  The  work  is  pur- 
sued with  special  reference  to  the  methods  of  teaching  the  subjects  that 
will  insure  the  best  results  in  the  classroom.  In  bookkeeping  a  more 
thorough  and  extended  familiarity  with  the  science  of  accounts  is  secured. 
In  penmanship,  as  an  art  of  form,  due  attention  is  given  to  the  style  of 
letters  best  suited  to  the  needs  of  the  pupil.  As  an  art  of  expressing  thought, 
much  time  is  devoted  to  methods  of  securing  desired  results  through  correla- 
tion, as  well  as  by  the  practice  of  writing,  as  a  distinct  branch  of  education. 
The  application  of  writing  to  bookkeeping,  grammar,  correspondence  and 
other  subjects  is  fully  considered,  and  the  student  is  made  familiar  with  the 
theories  regarding  position  and  movement. 

Botany.— Double  term.  (1)  Morphology  of  the  spermaphytes  (phan- 
erogams) and  sporophytes  (cryptogams).  (2)  Physiology  and  histology  of 
plants. 

The  course  in  botany  may  be  completed  in  twenty  weeks— the  morphology 
of  the  spermaphytes  and  sporophytes,  ten  weeks  ;  and  the  physiology  and 
histology  of  plants,  ten  weeks.  As  the  morphology  of  plants  cannot  well  be 
studied  during  the  winter  months,  this  division  of  the  subject  is  pursued 
during  the  first  (June,  July,  and  a  part  of  August),  second  (September, 
October,  and  a  part  of  November)  and  fifth  (April  and  May)  ten  weeks  of 


20  Western  Branch  State  Normal  School. 

the  school  year.  The  physiology  and  histology  of  plants  may  be  taken  dur- 
ing any  one  of  the  five  ten  weeks  of  the  year.  The  recitations  in  morphology 
of  spermaphytes  and  in  physiology  of  plants  continue  forty  minutes  each 
daily,  and  the  laboratory  periods  in  morphology  of  sporophytes  and  in  his- 
tology of  plants  are  forty  minutes  daily,  or  ninety  minutes  two  times  each 
week,  but  no  preparation  for  the  laboratory  is  required  outside  of  the  labora- 
tory hour. 

In  the  study  of  the  morphology  of  spermaphytes,  the  pupils  are  required 
to  make  between  eighty  and  ninety  judgments  in  regard  to  as  many  charac- 
teristics possessed  by  each  of  forty  or  fifty  plants.  These  judgments  are 
expressed  in  writing  before  the  recitation,  by  descriptive  terms  written  in 
the  schedules  of  Wooster's  Plant  Record,  and  are  verified  by  the  class  during 
the  recitations. 

The  knowledge  of  the  plants  thus  obtained  by  observation,  by  the  ex- 
pression of  judgments  and  by  the  criticism  of  these  judgments  is  still  further 
tested  and  corrected  by  requiring  the  pupils  during  the  class  hours  to  affirm 
or  deny  the  truthfulness  of  the  statements  made  in  the  several  keys  of 
Gray's  Field,  Forest  and  Garden  Botany,  in  so  far  as  they  apply  to  the  plant 
in  hand. 

Before  beginning  this  work  of  plant  description  and  classification,  each 
pupil  illustrates  by  appropriate  drawings  enough  of  the  terms  of  the  glos- 
sary of  Wooster's  Plant  Record  to  give  him  an  introductory  acquaintance 
with  the  glossary.  This  acquaintance  is  deepened  by  using  the  terms  in 
plant  description  and  by  reproducing  the  drawings  from  dictation. 

The  morphology  of  the  sporophytes  is  studied  in  the  botanical  laboratory 
by  making  water  mounts  of  typical  forms  and  examining  them  with  the 
compound  microscope.  Drawings  are  made  of  what  is  seen,  and  the  char- 
acteristics and  relationships  of  the  plant  are  learned  by  the  pupils  from 
notes  given  by  the  teacher  during  the  laboratory  hour. 

The  elements  of  physiology  of  plants  are  learned  by  performing  the  forty 
experiments  described  in  Bergen's  Foundations  of  Botany;  also  from  the 
personal  experience  of  the  members  of  the  class  and  from  department 
reference  books.  These  studies  are  made  in  accordance  with  an  outline  of 
the  subject  given  with  references  in  Wooster's  Plant  Record. 

The  histology  of  plants  is  studied  with  compound  microscopes  in  the 
laboratory  and  from  enlarged  photographs  of  tissues,  the  course  running 
strictly  parallel  with  the  work  in  physiological  botany  and  fully  supplement- 
ing it. 

The  study  of  morphology  and  physiology  of  plants  is  given  a  richer  con- 
tent by  directing  it  towards  and  into  ecology  of  plants. 

The  chief  object  of  this  course  in  botany  is  not  to  make  finished  botan- 
ists, but  living,  growing  botanists. 

The  second  object  is  the  acquisition  of  a  more  exact  and  methodical  habit 
of  observation  of  common  plants. 

The  third  object,  toward  which  pupils  are  required  to  direct  their  efforts, 
is  the  attainment  of  the  power  of  forming  valid  conclusions  about  what  they 
have  seen,  felt,  or  heard.  Most  students  in  secondary  schools  and  colleges 
are  weak  in  the  ability  to  form  judgments  about  what  their  senses  report, 
for  most  school  studies  give  them  small  occasion  to  use  their  powers  in  this 
direction. 

The  fourth  object  to  be  gained  in  the  study  of  botany  is  the  acquisition 


Fourth  Animal  Catalogue. 


21 


of  such  knowledge  of  plants  and  the  development  of  such  love  for  the  sub- 
ject  that  our  students  may  teach  botany  successfully  in  the  elementary  and 
secondary  schools  of  the  state. 

Chemistry  IV.  — Double  term.  This  course  includes  a  study  of  general 
chemistry,  with  Remsen's  Introduction  as  the  text-book.  Many  general  ex- 
periments are  conducted  and  studied  before  the  class,  and  the  whole  of  the 
study  is  accompanied .  by  work  in  the  laboratory.  As  far  as  possible,  stu- 
dents illustrate  laws  and  principles  of  science  by  individual  experiments, 
and  study  the  properties  of  elements  and  compounds  by  personal  prepara- 
tion and  examination  of  them. 

Declamation  and  Elocution.  — Double  term.  In  reading  and  speaking 
there  is  a  triple  aim— to  train  speakers  to  appeal  to  the  understanding,  the 
emotions  and  the  will  of  the  audience.  During  the  term,  literature  is 
studied,  read,  or  recited,  to  illustrate  literary  analysis,  sequence  of  thought, 
clearness  of  enunciation,  form  of  emphasis,  word  pictures,  atmosphere, 
tone-color,  rhythm,  movement,  and  personation.  During  the  term,  drill  is 
given  in  the  formation  of  elementary  sounds. 

Vocal  culture  includes  the  technique  of  the  speaking  voice,  with 
exercises  for  placing  tone,  support  oi  tone,  smoothness,  flexibility,  volume, 
force,  and  tone-color;  breathing  exercises;  the  anatomy  and  physiology  of 
the  respiratory  and  vocal  organs,  and  the  hygiene  of  the  voice. 

Gesture  includes  relaxing  exercises,  poising  exercises,  principles  of 
gesture,  exercises  for  the  application  of  these  principles,  and  original  gesture 
work.  Recitals  for  criticism  are  given  every  five  weeks.  The  grades  given 
for  these  declamations  count  as  rhetoricals  II. 


FOOTBALL  SQUAD. 


22  Western  Branch  State  Normal  School. 

Drawing.— Double  term.  This  course  is  intended  to  give  training  for 
teaching  elementary  drawing  in  public  schools.  It  includes  the  elements  of 
scientific  perspective;  the  principles  of  free-hand  perspective;  the  applica- 
tion of  perspective  in  drawing  common  objects  in  outline,  light  and  shade, 
and  color;  elements  of  good  composition;  proportions  and  action  of  human 
figure  expressed  in  silhouette;  a  scientific  study  of  the  principles  which 
underlie  pictorial  representation;  a  practical  application  of  these  principles 
in  drawing  from  groups  of  still  life  and  from  geometric  solids;  advanced 
work  in  free-hand  drawing  in  charcoal  and  color,  and  in  design;  drawing 
from  the  cast;  landscape  composition  in  two  or  more  tones;  pencil  and  ink 
sketches  of  the  interiors  and  exteriors  of  buildings,  streets,  trees,  etc.; 
still-life  compositions  in  water-color;  designs  for  wood-carving,  pyrography, 
and  iron  casting;  illustrating. 

The  class  makes  a  careful  study  of  the  course  of  drawing  adopted  for 
use  in  the  public  schools  of  the  state. 

English. — Double  term.  In  the  first  ten  weeks  special  attention  is  given 
to  the  development  of  the  science  of  grammar  by  such  steps  as  teachers 
must  take  in  work  of  the  graded  schools;  to  the  study  of  the  various  idioms, 
constructions  and  usages  that  have  proven  sources  of  difficulty  to  the  in- 
experienced teacher;  to  sentential  analysis,  for  the  purpose  of  enabling  the 
pupil-teacher  to  study  how  to  broaden  her  pupils'  conception  of  the  relation 
of  thought  and  expression,  and  of  the  logical  relation  of  sentence  to  sen- 
tence, as  well  as  sentence  to  paragraph.  Familiarity  with  the  state  text  is 
deemed  sufficient  preparation  for  beginning  this  half  of  the  work. 

In  the  second  ten  weeks  the  aim  is  threefold:  A  consciously  systematic 
use  of  the  grammatical  doctrine  acquired  in  course  1;  a  critical  study  of  one 
or  more  classics;  such  practice  in  the  constructive  units  of  comparison  as 
shall  prepare  the  student  for  formal  work  in  composition  and  rhetoric. 

This  course  in  English  recognizes  the  fact  that  the  standard  of  our 
language  is  the  usage  of  intelligent  and  educated  people,  and  comprehends 
both  a  reflective  study  of  the  principles  of  structure,  the  analysis  of  the 
paragraph  and  sentence  as  used  by  the  best  writers  of  this  and  past  ages; 
and  practice  in  constructing  similar  media  for  the  conveyance  of  the  pupil's 
own  thought  and  feeling.  The  results  aimed  at  are  the  cultivation  of  the 
grammatical  instinct,  so  that  the  pupil  shall  easily  and  accurately  recognize 
the  relations  which  words  and  groups  of  words  bear  to  each  other;  the 
acquisition  of  power  to  think  accurately  and  give  expression  to  his  thought 
in  logical  manner;  the  cultivation  of  a  relish  for  critical  and  careful  study 
of  the  constituent  elements  of  good  literature.  The  first  is  secured  by  a 
study  of  grammatical  doctrine  and  its  use  in  good  literature;  the  second, 
by  practice  in  writing;  the  third,  by  a  study  of  some  English  classics. 

Essay.— The  training  in  essay  includes  work  along  lines  accumulative 
and  creative— the  former  for  the  purpose  of  establishing  habits  of  research 
and  acquiring  the  power  to  use  assimilated  knowledge  in  pursuing  lines  of 
independent  thinking;  the  latter  for  the  purpose  of  enabling  the  student  to 
determine  the  measure  of  his  own  power  to  do  original  work. 

Etymology. — Double  term.  First  term:  Students  finishing  two  years 
of  Latin  before  entering  this  subject  may  expect  half  credit  on  etymology. 
Study  of  Latin  and  Greek  prefixes  and  suffixes;  their  meaning  and  use  ap- 
plied in  the  analysis  of  words.     The  study  of  selected  word  lists,  principally 


Fourth  Annual  Catalogue.  23 

words  of  Latin  and  French  origin.  Second  term:  Latin  roots  and  their 
derivatives;  Greek  roots  and  their  derivatives.  The  elan  will  select  from 
the  dictionary  lists  derived  from  given  root  forms. 

Geography.  — Double  term.  Geography  is  the  meaning  of  the  earth  to 
man.  The  old  definition  of  it  as  a  description  of  the  earth  is  obsolescent, 
if  not  obsolete.  In  place  of  being-  almost  purely  a  memory  study,  geography 
emphasizes  relativity,  and  so  appeals  to  the  reason.  The  method  used  in 
the  study  of  the  subject  is  a  modified  form  of  what  is  known  in  the  German 
schools  as  the  grouping  method,  the  only  difference  being  that,  instead  of 
classifying  the  facts  of  geography  according  to  their  identity,  they  are 
grouped  incidentally  about  the  underlying  principles  of  the  subject,  while 
the  more  important  places,  are  studied  as  types.  There  is  no  attempt  to 
separate  the  subject-matter  of  political  geography  from  what  is  generally 
put  under  physical  geography.  Fact  and  phenomenon  are  taken  together. 
The  cultural  side  of  the  study  of  geography  is  not  lost  sight  of.  It  includes 
the  reading  of  such  authors  as  Reclus,  Nansen,  Hedin,  Peary,  Borchgrevink, 
authoritative  articles  indexed  by  Poole,  pictures,  stereopticon  views,  and 
occasional  lectures  on  foreign  countries  by  people  who  have  visited  them 
and  who  are  able  to  bring  to  the  class  personal  impressions.  The  pedagog- 
ical work  in  geography  is  based  upon  psychological  values;  the  reading  on 
this  phase  of  the  subject  includes  articles  in  geographical  magazines,  and 
the  books  of  such  authors  as  Ritter,  Guyot,  Parker,  and  Redway ;  the  teacher 
introduces  object-lessons,  observational  work,  the  use  of  apparatus,  and 
other  phases  of  geography  teaching  in  the  public  schools.  The  course  of 
twenty  weeks  differentiates,  for  a  part  of  the  time,  so  that  some  sections 
of  the  class  each  term  may  specialize  in  preparation  for  teaching  the  grades, 
and  others  may  prepare  for  the  teaching  of  classics  more  advanced.  The 
records  made  for  credits  will  not  be  affected  by  this  differentiation.  The 
classes  for  those  preparing  to  teach  in  the  grades  emphasize  (a)  North  and 
South  America,  with  a  particular  study  of  United  States;  (b)  Afeurasia 
and  Australia,  dwelling  particularly  upon  Europe.  The  other  classes  empha- 
size commercial  geography. 

Geology.— Double  term.  The  student  should  have  taken  the  work  of  the 
first  two  years  of  the  normal  course. 

Dynamical  and  structural  geology,  ten  weeks.  In  this  division  of  the 
subject  the  student  uses,  as  a  text,  Le  Conte's  Elements  of  Geology,  re- 
vised by  Fairchild.     Pupils  also  study  common  minerals  in  the  laboratory. 

Historical  geology,  ten  weeks.  Le  Conte's  Elements  and  Wooster's 
Geological  Story  of  Kansas  are  used  as  texts.  The  study  of  minerals  is 
continued. 

Either  half  may  be  taken  during  any  one  of  the  five  ten-weeks  terms;  but 
the  other  half  of  the  subject  should  be  taken  during  either  the  first,  second  or 
fifth  ten-weeks  term,  in  order  that  the  pupils  may  have  some  experience  in 
doing  field-work.  The  pupils  are  required  to  know  thirty  minerals  and  forty 
rocks.  The  laboratory  work  on  minerals  and  rocks  takes  ninety  minutes  of 
one  afternoon  each  week,  without  previous  preparation. 

Throughout  the  entire  course  in  geology  the  pupils  are  required  to  draw 
upon  their  own  stores  of  experiences,  observations,  and  rocks  and  fossils  in 
discussing  the  evolution  of  the  earth's  natural  features  and  inhabitants,  com- 
bining this  material,  in  making  their  conclusions,  with  what  they  have  gained 


24  Western  Branch  State  Normal  School. 

from  the  text-book.  The  classes  explore  the  country  about  Emporia  to 
make  collections  of  fossils  and  material  for  geological  sections. 

Few  other  subjects  present  so  much  that  is  fundamental  to  a  right  under- 
standing of  one's  environment.  Geology  is  at  the  same  time  an  introduction 
to  all  the  sciences,  and  a  subject  which  requires  for  its  full  understanding  a 
knowledge  of  all  the  sciences. 

A  second  object  to  be  gained  by  the  study  of  geology  is  to  give  the  stu- 
dent such  knowledge  of  the  earth's  surface  that  he  finds  every  landscape 
full  of  meaning  to  him  and  every  natural  feature  full  of  attractive  materials 
for  study. 

A  third  and  very  important  object  which  is  to  be  gained  by  the  study  of 
geology  is  to  prepare  the  students  to  teach  physiography  understandingly. 

Geometry.— Double  term.  Ability  to  pass  a  thorough  examination  in 
plane  and  solid  geometry;  a  knowledge  of  how  to  investigate  relations  and 
how  to  teach  others  to  attain  the  same  end. 

German.  — Eighty  weeks.  First  double  term  covers  a  careful  study  of 
the  pronunciation  phonetically,  a  drill  in  the  rudiments  of  the  grammar, 
the  reading  and  translating  of  useful  sentences,  ability  to  write  from  dic- 
tation, and  to  read  and  translate  the  simplest  German  at  sight.  A  reader 
is  used  in  connection  with  the  grammar,  which  gives  the  student  inciden- 
tally some  knowledge  of  German  life  and  customs,  geography,  history,  and 
literature.  Oral  questions  on  this  reading  are  given  and  answered  in  Ger- 
man and  some  poetry  is  memorized.  By  this  method,  the  eye,  ear  and  vocal 
organs  become  trained  in  this  language. 

The  second  double  term  reviews  in  a  general  way  the  work  of  the  first 
term,  adds  some  grammatical  principles,  particularly  the  subjunctive,  and 
emphasizes  the  practice  in  composition.  Either  the  reader  is  continued  or 
some  little  things,  such  as  "Der  zerbrochene  Krug  "  and  "Immensee,"  are 
read.  The  poems  to  be  memorized  in  this  term  are  "Der  Handschuh," 
"Einkehr, "  "Die  wandelnde  Glocke, "  and  others.  The  student  is  required 
to  memorize  all  corrected  work  in  composition,  -in  order  to  increase  his  vo- 
cabulary and  to  fix  the  idioms  in  his  mind. 

History  and  Constitution,  American.— Twenty  weeks.  This  course  will 
include  a  careful  study  of  both  colonial  and  constitutional  periods.  The  aim 
will  be  to  present  phases  of  institutional  development  rather  than  to  secure 
a  mastery  of  mere  facts.  Laboratory  work  on  the  part  of  the  student  will 
be  an  essential  means  to  this  desired  end.  In  all  lines  the  work  will  be 
formulated  upon  the  basis  of  a  close  study  of  the  constitution.  Civics  will 
embrace  the  following  subjects  :  Government  in  general,  its  origin,  its  forms, 
its  relations,  its  methods  of  operation ;  our  own  government,  national  and 
state  ;  the  various  departments,  the  administration,  the  checks  and  balances, 
the  tendencies  and  movements  of  the  day.  Historic  evidences  will  find  a 
large  place  in  this  field  of  study.  The  principles  and  practice  of  parlia- 
mentary law  will  be  connected  with  the  subject  of  legislative  procedure  ; 
the  discussion  will  cover  material  given  in  Reed's  Parliamentary  Law. 

If  records  have  been  made  in  all  but  the  parliamentary  law  of  this  twenty 
weeks,  this  fragment  must  be  made  up  for  graduation. 

History,  Education.— One  term.  Study  of  educational  progress  as  a 
phase  of  social  evolution ;  pre-Christian  systems,  especially  Greek  and  Ro- 
man, with  particular  reference  to  their  relation  to  the  development  of  the 


Fourth  Annual  Catalogue,  25 

medieval  and  modern  school;  the  transition  from  pagan  to  Christian  <<lu<a 
tion ;  the  conditions  for  the  development  of  modern  education.  Work  pre- 
sented by  topical  outline,  questions,  lectures,  and  copious  library  references, 
the  aim  being  to  give  a  comprehensive  view  of  the  scope  of  the  subject,  and 
to  furnish  a  general  introduction  to  pedagogic  literature  and  the  study  of 
educational  theory  from  its  historic  aspects. 

History,  General.  — Double  term.  The  first  half  deals  with  history  of 
Greece.  The  attempt  is  made  to  trace  the  artistic,  intellectual,  religious, 
social  and  economic  as  well  as  political  development  of  the  Greeks- 
familiarizing  the  pupils  with  the  permanent  elements  of  Greek  history. 
The  course  is  given  with  special  reference  to  the  needs  of  teachers  in 
secondary  schools.  The  second  half  deals  with  England  from  the  earliest 
time  to  the  present.  The  purpose  of  this  course  is  to  give  to  the  student  a 
comprehensive  knowledge  of  the  foundational  principles  of  the  English 
state.  The  Celtic,  Roman,  Anglo-Saxon  and  Norman  influences.  The 
reformation  in  England,  the  struggle  between  king  and  parliament,  English 
industrial  and  social  progress,  colonial  expansion  and  the  growth  of  demo- 
cracy suggest  the  topics  emphasized.  Each  student  is  required  to  make  a 
report  on  some  topic  suggested  by  the  instructor.     Required  of  all  students. 

Latin.  — Eighty  weeks.  No  preparation  is  required  for  entrance  into  the 
classes  beginning  Latin  other  than  the  general  requirements  for  admission 
into  the  School.  Two  years  of  Latin  are  offered.  A  year  is  one  hour  per 
day  of  class  work  for  forty  weeks. 

The  work  of  the  Latin  department  is  arranged  by  years  as  follows: 

First  Year.— Beginning  Latin,  based  on  Lowe  and  Butler's  Bellum 
Helveticum.  This  covers  as  a  text  for  reading  the  thirty  paragraphs  of  the 
Helvetian  war.  This  implies  thorough  and  systematic  drill  in  all  Latin 
inflections,  the  careful  development  of  points  of  syntax  as  rendered  neces- 
sary by  the  text,  and  supplementary  drill  in  the  writing  of  Latin  and  Eng- 
lish sentences  illustrating  the  vocabulary  and  constructions  of  Caesar.  The 
prime  purpose  of  this  year's  work  is  to  secure  the  ready  and  accurate 
recognition  of  forms  and  the  development  of  the  true  meaning  of  each  con- 
nected Latin  sentence,  in  the  order  in  which  the  words  are  written,  by 
observing  the  significance  of  each  variation  in  the  form  of  inflected  words. 
Oral  reading  of  each  Latin  sentence  is  insisted  on  for  the  formation  of  cor- 
rect habits  of  Latin  pronunciation. 

Second  Year.— ^Caesar's  Gallic  Wars,  seven  books.  The  first  twenty 
weeks  the  class  read  three  to  four  books,  with  supplementary  prose  compo- 
sition from  Riggs's  In  Latinum,  based  on  Caesar.  The  specific  purpose  of 
this  term's  work  is  to  secure  fluency  and  accuracy  in  connected  reading, 
and  the  emphasis  of  the  drill  is  placed  upon  points  of  syntax,  particularly 
all  case  constructions,  the  constructions  of  the  indirect  discourse,  and  the 
various  uses  of  the  subjunctive.  The  ideal  in  preparation  is  to  let  no  sen- 
tence pass  without  an  exact  appreciation  of  the  syntactical  relations  of 
every  word.  The  ideal  in  translation  is  to  render  into  idiomatic  English  the 
Latin  sentence,  and  yet  to  preserve  as  far  as  possible  the  Latin  order,  and 
to  reproduce  the  Latin  construction  wherever  consistent  with  the  English 
edition.  Frequent  references  are  given  to  Bennett's  Grammar.  In  the  sec- 
ond term  of  the  second  year  the  fifth,  sixth  and  seventh  books  of  the  Gallic 
Wars  are  read  rapidly,  much  of  it  at  sight.     This  work  is  accompanied  by 


26 


Western  Branch  State  Normal  School. 


BASEBALL  TEAM. 


systematic  study  of  the  grammar  and  the  grouping  for  classification  and 
comparison  of  the  various  grammatical  constructions  in  each  book.  As  the 
students  taking  this  course  are  usually  more  mature  than  the  average  high- 
school  students,  this  term's  work  is  accompanied  by  a  presentation  of  Latin 
methods,  emphasizing  the  fine  point  of  approach  to  each  subject  of  drill  on 
the  part  of  the  Latin  teacher.  Attention  is  also  given  to  the  historical  and 
geographical  setting  of  the  commentaries. 

Literature.— Double  term.  This  course  offers  (1)  a  study  of  the  great 
literary  movements,  the  spirit  that  animated  them,  and  the  men  whom  they 
developed;  (2)  a  critical  study  of  some  of  the  great  masterpieces.  The  first 
half  of  the  time  is  devoted  to  men  and  movements  prior  to  the  middle  of  the 
seventeenth  century,  and  to  the  study  of  Shakespeare. 

This  is  primarily  a  study  in  literature  as  a  natural  outgrowth  of  "expe- 
rience, history,  and  aspiration. ' '  It  therefore  finds  its  root  in  the  history  of 
the  development  of  racial  literature  and  has  a  twofold  aim:  To  acquire  the 
power  of  steady  and  permanent  interest  in  the  longer  forms  of  literature; 
to  gain  that  wealth  of  character  and  effective  literary  training  which  come 
from  inducing  the  mind  "to  grip  with  concentrated  attention  and  with  one 
synthesizing'act  of  mastery  the  many  parts  of  a  multiform  whole  of  imagi- 
nation, exposition,  or  argument. " 

There  are  two  ways  of  conducting  this  course:  Laying  special  stress  on 
the  dry  details  of  fact  history;  building  up  the  facts  through  the  study  of 
literature  itself.  So  far  as  possible  the  latter  method  is  chosen.  Chaucer's 
Canterbury  Tales  read  with  the  proper  spirit  makes  real  knighthood  and  its 
chivalry,  the  slow  disintegration  of  existing  forms  of  government  and  so- 
ciety, that  evolution,  not  revolution,  may  result  therefrom.     Shakespeare, 


Fourth  Annual  Catalogue.  27 

Spenser  and  Bacon  prove  that  England  needed  her  150  years  of  academic 
training,  etc. 

In  this  course,  dramatic  literature,  the  logical  sequence  of  epic  and  bal- 
lad, commands  attention.  The  technique  and  content  of  Shakespeare's 
plays  never  fail  to  render  the  thoughtful  more  thoughtful  and  to  sink  still 
deeper  those  convictions  upon  which  all  true  and  lasting  character  is  builded. 
Milton's  versatility  and  themes  help  the  student  to  recognize  the  universality 
of  the  race  and  the  brotherhood  of  man,  even  though  the  class  work  is  given 
to  the  literary  excellences  of  the  poet's  work.  Only  the  more  significant 
periods  of  the  national  life  and  the  literary  types  produced  receive  attention. 
Since  the  child  types  the  race,  the  conviction  is  not  unfounded  that  this 
method  of  study  equips  the  teacher  to  meet  the  needs  of  the  children  en- 
trusted to  her  care. 

Creative  work  goes  hand  in  hand  with  the  appreciative  study.  Papers 
are  carefully  prepared  on  such  themes  as  the  growth  of  the  English  Bible, 
the  Bible  as  literature,  the  Arthurian  cycle,  the  development  of  the  novel, 
comparative  study  of  men  or  eras  or  masterpices. 

Methods,  Common  Branches.— The  entire  subject  of  arithmetic  is  re- 
viewed with  reference  to  methods  of  teaching.  Especial  emphasis  is  placed 
upon  methods  of  imparting  the  knowledge  of  each  topic  to  pupils  who  are 
taking  the  topic  for  the  first  time. 

The  subject  of  geography  is  presented  for  the  purpose  of  bringing  out  it& 
educative  value  and  of  developing  principles  that  should  govern  in  the  selec- 
tion of  matter  and  the  presenting  of  the  same.  The  connection  between 
geography  and  allied  subjects  is  used  to  emphasize  the  importance  of  geogra- 
phy as  a  central  study. 

The  work  of  an  entire  course  of  study  is  analyzed  grade  by  grade;  visits 
are  made  to  observe  class  work  in  the  public  schools.  Relief  work  in  mache, 
sand  and  chalk  modeling  is  taught.  The  larger  use  of  maps  and  globes  is 
emphasized. 

From  the  simpler  home  lessons  to  the  study  of  physiographic  processes, 
the  teacher's  point  of  view  obtains. 

The  work  in  English  includes  the  application  of  general  principles  to 
specific  problems,  conferences  regarding  methods  of  presentation  to  deter- 
mine their  relative  values,  discussion  of  difficulties  that  arise  in  teaching 
this  subject,  pupil  criticism  of  pupils'  plan  of  work,  a  study  of  the  art  of 
questioning,  so  as  to  guide  the  pupil  in  his  effort  to  correct  wrong  modes  of 
thinking,  and  to  adjust  himself  to  those  that  are  valid. 

Methods,  General.— One  term.  A  text  on  methods  for  all  school  sub- 
jects is  studied  for  recitation.  The  teacher  in  charge  of  general  methods 
supplements  the  text  with  discussion  of  the  latest  and  most-approved  methods 
of  teaching  the  different  subjects,  and  the  special  teachers  of  those  subjects 
also  supplement  their  work  with  lectures  on  methods. 

Music  III.— One  term.  Rote  singing  is  taken  to  let  the  students  find 
their  voices.  Dictation  work  is  given  for  the  purpose  of  learning  scale  and 
key  relationships.  Note-reading  in  different  keys,  and  practice  in  time- 
keeping in  different  kinds  of  measure,  the  application  of  all  the  foregoing 
to  sight-singing,  and  the  applying  of  the  words  of  songs  to  tunes. 

Music  V.— One  term.     A  review  of  the  work  of  the  first  ten  weeks  is. 


28  Western  Branch  State  Normal  School. 

given,  including  further  development  under  the  various  headings  of  the 
first  term.  Skips  and  intervals  that  are  more  difficult  are  taken  in  the  va- 
rious keys,  the  minor  scales  are  analyzed,  and  the  principles  of  these  scales 
applied  to  exercises  and  songs. 

The  latter  part  of  the  work  deals  more  explicitly  with  methods  of  teach- 
ing in  the  schools.  The  different  pupils  are  called  upon  to  conduct  model 
recitations  with  the  class,  and  criticisms  are  given. 

Oration. —Forty  weeks;  two  orations.  So  far  as  time  permits,  a  careful 
study  is  made  of  the  personality  of  each  student,  and  the  training  is  adapted 
to  individual  needs.  Frequent  conferences  with  the  instructor  disclose  the 
development  of  the  oration  and  the  further  needs  of  the  student. 

Attention  is  called  to  the  nature  of  oratory,  and  those  peculiarities  of 
structure  and  style  that  distinguish  it  from  other  forms  of  discourse.  In 
the  process  of  the  discourse  there  will  be  conciliation,  instruction,  convic- 
tion, persuasion,  and  these  are  all  employed  in  order  that  the  hearer  may 
be  moved  to  decision  and  to  action.     The  art  should  not  be  an  end  in  itself. 

The  prospective  speaker  is  urged  to  become  acquainted  with  his  own 
heart  life,  and  to  find  therein  incentives  to  speech;  to  discover  the  extent 
and  content  of  his  own  store  of  observations  and  experiences,  and  from  this 
to  draw  much  of  the  material  for  the  oration.  Originality  is  a  constituent 
element  in  all  true  eloquence. 

It  is  necessary  to  keep  in  view  the  audience  to  be  addressed  and  the  end 
sought,  and  to  let  these  determine  choice  of  facts  and  turn  of  phrase. 

For  the  purpose  of  securing  exactness  of  statement,  much  writing  must 
be  done,  but  care  should  be  taken  lest  the  larger  thought  of  to-day  be  lim- 
ited by  the  forms  of  yesterday. 

Emphasis  is  laid  upon  the  following  principles:  Vision— see  clearly;  vigor 
—feel  strongly;  sincerity— speak  truly;  force— speak  simply;  interest— speak 
from  yourself.     The  whole  being  must  serve. 

A  substitution  for  one  oration  may  be  the  work  of  extemporaneous  speak- 
ing, taken  for  twenty  weeks. 

First  ten  weeks:  Lectures  dealing  with  nature  and  various  methods  of 
speech;  advantages  and  disadvantages  of  each  method;  students  encouraged 
to  talk  informally  on  subjects  self-chosen,  and  preferably  relating  to  matters 
of  personal  observation  and  experience;  simplicity  and  directness  empha- 
sized; careful  analysis  and  preparation  and  logical  order  and  presentation 
advised;  student  permitted  to  speak  in  manner  and  from  place  most  con- 
ducive to  self-possession.     Criticims  mostly  given  privately. 

Second  ten  weeks:  Auxiliary  reading  in  works^dealing  with  principles  of 
public  speaking;  debates;  written  outlines  and^briefs;  team  work;  speaker 
must  face  audience;  questions  and  interruptions"permitted;  animation  and 
vigor  emphasized.     Criticisms  in  presence  of  class. 

Oratory.— Double  term.  The  purpose  of  this  course  is  to  familiarize 
students  with  the  lives  and_  speeches  of  distinguished  English^and  American 
orators;  to  awaken  the  creative  impulse;  to  arouse  a  desire  for  noble  public 
service,  and  to  train  voice^and  body  to  be  responsive  to  thought  and  feeling. 

Great  orations  are  read  and  outlined  to  note  construction  and  progression 
of  thought.     Later  they  are  studied  for  delivery. 

One  day  each  week  is  devoted  to  extemporaneous  speaking. 


Fourth  Annual  Catalog  29 

During  this  term  especial  attention  is  given  to  the  expression  of  thought 

and  feeling  through  the  voice,  and  to  the  adaptation  of  the  voice  to  large  halls. 

Laws  of  gesture  are  reviewed,  and  followed  by  original  work  in  gesture. 
Each  student  is  encouraged  to  use  gesture  wherever  the  thought  of  the 
speech  calls  for  it.  The  gestures  must  be  his  own  and  not  copies.  Spon- 
taneity is  encouraged. 

Attention  is  given  to  ease  and  dignity  on  the  platform. 

At  the  close  of  the  first  half-term,  memorized  excerpts  from  great  ora- 
tions are  given  by  the  students.  At  the  close  of  the  term  original  orations 
or  extemporaneous  speeches  are  given  by  them. 

Orthography.  — Work  taken  from  Reed's  Word  Lessons,  omitting  work 
assumed  to  have  been  done  already  in  the  work  of  the  state  text,  and  omit- 
ting also  those  portions  of  the  book  which  are  not  strictly  spelling  drill. 

Physical  Training  for  Pupils.— The  primary  object  of  this  department 
is  to  develop  the  physical  side  of  young  men  and  women  receiving  instruction 
in  this  institution.  We  believe  that  all  true  education  seeks  to  develop  the 
body  in  harmony  with  the  mind.  A  strong  body  is  necessary  to  support  a 
strong  mind.  The  body  not  only  supports  the  mind,  but  should  also  be  its 
servant.  To  secure  this  end,  systematic  work  in  this  department  is  neces- 
sary. 

We  are  a  normal  school  and  as  such  we  are  teaching  our  students  to  be- 
come teachers  in  the  public  schools  of  the  state.  To  this  end,  this  depart- 
ment seeks  to  qualify  our  students  to  give  intelligent  instruction  in  physical 
training  in  the  schools  where  they  shall  teach  after  leaving  the  Normal 
School. 

All  students  are  required  to  take  work  in  the  department  unless  regularly 
excused  on  account  of  physical  infirmities.  A  careful  record  is  kept  of  at- 
tendance. 

The  work  of  the  morning  classes  consists  of  free  gymnastics,  long  wands, 
short  wands,  dumb-bells,  rings,  Indian  clubs,  Swedish  gymnastics,  and  mili- 
tary tactics,  using  a  long  wand  instead  of  a  gun. 

Athletics.  —  Under  this  head  come  basket-ball,  baseball,  football,  tennis, 
and  track  and  field  athletics. 

The  Athletic  Association,  organized  in  1905,  provided  for  the  organization 
of" sections  in  baseball,  football,  tennis,  basket-ball,  golf,  track  work,  etc. 
A  fine  park  and  ample  courts  offer  rare  facilities  for  outdoor  exercise.  A 
small  fee  is  charged  by  the  association  for  athletic  privileges.  Professional- 
ism is  excluded.  The  baseball,  basket-ball  and  football  teams  have  made 
an  honorable  record  in  match  games  with  other  teams. 

Basket-ball  teams  are  organized  for  both  boys  and  girls.  The  boys  play 
their  regular  practice  games  in  the  open  gymnasium  and  have  contests  with 
teams  representing  other  schools.  Basket-ball  is  played  during  the  third  and 
fourth  ten  weeks  of  the  school  year,  from  about  the  middle  of  November  to 
the  last  of  March. 

Baseball  practice  begins  as  early  in  the  spring  as  the  weather  permits 
practice  on  the  field.  Play  continues  on  the  field  during  the  spirag  and 
summer  terms,  and  during  fall  term,  if  desired.  The  baseball  team  plays 
with  teams  from  other  schools. 

Tennis  is  played  outdoors  during  the  spring,  summer  and  fall  terms;  in 
gymnasium  during  winter  term. 


30 


Western  Branch  State  Normal  School. 


A  track  and  field  section  is  organized  early  in  the  spring,  and  for  about 
two  months  work  is  done  in  the  gymnasium  for  preliminary  conditioning, 
and  then  regular  practice  is  engaged  in  on  the  athletic  field. 

Physics  IV.— One  term.  Persons  eligible  to  the  county  professional  cer- 
tificate may  enter  this  class  regardless  of  antecedent  work.  Subjects  in- 
cluded in  the  Institute  Course  of  Study  issued  by  the  State  Board  of 
Education  and  some  additional  topics  are  taken. 

Physics  V.— One  term.  Review  of  the  work  included  in  the  preceding 
term,  and  completion  of  Carhart  and  Chute's  high-school  text. 

Physiology  IV.— One  term.  Students  beginning  the  work  in  this  class 
are  supposed  to  have  had  already  preparation  sufficient  to  enable  them  to 
pass  the  Kansas  examination  for  the  county  certificate.  The  more  easily 
grasped  portions  of  Martin's  Human  Body,  Advanced  Course,  are  taken  in 
this  term.     Laboratory  work  is  given. 

Physiology  V.— One  term.  Students  review  the  work  of  IV,  take  the 
remaining  topics  of  the  text,  and  continue  in  the  laboratory  the  study  of 
those  portions  of  slaughtered  domestic  and  wild  animals  which  illustrate  the 
corresponding  portions  of  the  human  body.  Two  or  three  hundred  histolog- 
ical slides  are  examined  with  the  compound  microscope. 

Pronunciation.— First  ten  weeks.  Drill  work  from  the  text  used,  in- 
cluding all  the  lists  printed  with  diacritical  markings,  and  including  also  as 
much  preceding  those  lists  as  time  allows. 

Second  ten  weeks.  Portions  of  the  text  succeeding  that  assigned  for 
the  first  ten  weeks.     Work  in  the  dictionary. 


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GLIMPSE  OF  CREEK  AS  IT  SKIRTS  CAMPUS. 


Fourth  Annual  Catalogue,  31 

Psychology  IV.  One  term.  An  introduction  to  the  science  of  psyshol- 
Ogy,  intended  to  form  the  basis  for  the  work  of  the  more  advanced  course 
in  the  subject.  The  chief  topics  of  mental  action  are  taken  up,  illustrated, 
and  the  educational  aspects  emphasized.  Exercises  in  introspection  are  also 
given,  with  the  idea  of  stimulating  the  student  to  a  closer  observat  ion  of 
his  own  mental  processes  and  those  of  his  pupils.     Titchener  is  used  as  text. 

Rhetoric  — Double  term.  The  aim  is  threefold:  (1)  To  read  apprecia- 
tively and  with  culture  results  the  various  styles  of  literature;  (2)  to  furnish 
systematic  practice  in  the  three  types  of  prose  composition— narration,  de- 
scription, exposition,  with  particular  reference  to  the  development  of  the 
formal  essay  and  critique;  (3)  to  enable  the  pupil  to  teach  effectively.  The 
paragraph,  both  as  a  unit  and  as  an  integral  part  of  the  whole  composition, 
receives  much  attention.  Daily  written  exercises,  biweekly  themes  and  out- 
lines are  required.  Accumulative  themes  cultivate  the  habit  of  intelligent 
and  critical  research  in  the  library.  Written  criticism  follows  the  study  of 
selected  English  classics. 

Course  2  in  English,  known  as  rhetoric,  follows  two  lines  of  work:  The 
discovery  of  the  essential  elements  of  the  several  forms  of  discourse,  fol- 
lowed by  an  interested  study  of  specimens  of  each  particular  phase  or  form, 
for  the  purpose  of  recognizing  lines  of  agreement  and  lines  of  differentiation; 
second,  practice  in  using  these  same  forms  as  modes  of  expression  for  the 
thought  and  experience.  The  paragraph,  both  as  to  content  and  form,  and 
the  grouping  of  such  units  into  proper  outlines,  syllabi,  or  briefs,  are  made 
the  foundation  study  of  this  course.  Current  literature,  current  history, 
common  experiences  are  laid  under  tribute,  to  the  end  that  the  student  may 
enter  more  surely  into  the  life  of  his  own  age  and  find  self-expression  in  the 
best  literary  forms  now  current.  Not  the  least  of  the  results  from  such 
training  has  been  a  young  man's  finding  his  own  center  of  interest  and  the 
lines  of  activity  wherein  he  will  be  most  likely  to  give  his  best  to  the  service 
of  mankind.  In  some  measure,  then,  this  method  is  sifting  the  pedagogic 
wheat  and  turning  to  beneficent  ends  much  otherwise  doubtful  teaching  ma- 
terial. In  logical  order,  the  appreciative  and  creative  study  of  the  forms  of 
discourse  follows  the  study  of  the  paragraph.  Literature  is  recognized  as  a 
1 '  form  of  life, ' '  and  craftsmanlike  pride  and  interest  are  thus  secured.  Nar- 
ration, including  both  the  narrative  and  the  story,  description,  exposition  in 
its  various  forms,  and  argumentation— this  is  the  natural  order  of  develop- 
ment and  the  one  pursued  in  this  course.  One  example  will  suffice  to  show 
the  method  followed : 

NARRATION. 

1.    The  narrative.     2.    The  story. 

Theme— story-telling  as  a  fine  art. 

The  basis  of  a  good  story  is  action:  Dickens— The  Christmas  Carol; 
Browning— Incident  of  the  French  Camp;  Arnold— Sohrab  and  Rustum; 
Van  Dyke— The  Other  Wise  Man;  Hawthorne— The  Great  Stone  Face; 
Macaulay— Horatius  at  the  Bridge;  Lowell— Vision  of  Sir  Launfal;  Hale— 
The  Man  without  a  Country;  Hawthorne— Mr.  Higginbotham's  Catastrophe; 
M  tiller— Abdallah. 

The  point  of  a  story:  Longfellow— Paul  Revere's  Ride;  Browning— The 
Pied  Piper  of  Hamelin;  Longfellow— Courtship  of  Miles  Standish;  Eliot- 
Silas  Marner;  White— The  Nocturne. 


32  Western  Branch  State  Normal  School. 

The  outline  of  a  story:  Miiller— Abdallah;  or,  The  Four-leaved  Clover; 
Kingsley— Three  Fishers;  Coleridge— The  Ancient  Mariner;  Shakespeare— 
The  Casket  Scene  in  the  Merchant  of  Venice;  Wordsworth — Michael;  Scott 
—Lady  of  Rosabelle. 

The  introduction  of  a  story:  Longfellow— Wreck  of  the  Hesperus;  Scott 
— Lochinvar;  Byron— Prisoner  of  Chillon;  Dickens— The  Cricket  on  the 
Hearth;  Dickens— The  Child's  Dream  of  a  Star;  Ingelow— High  Tide  on  the 
Coast  of  Lincolnshire. 

Conclusion  of  a  story :  Select  from  those  already  named.  Report  on  those 
previously  read. 

PROBLEMS. 

1.  How  do  these  stories  handle  the  element  of  conversation? 

2.  The  hero:  Does  he  carry  himself  nobly  at  all  times?  Does  he  do  one 
thing  well?    Prove. 

3.  The  background:  Does  it  change  often  or  recur  again  and  again? 

4.  The  story:  Has  it  credibility?  Is  the  whole  more  interesting  than 
its  parts  ? 

5.  What  trends  in  the  stories  of  the  hour  seem  to  differ  from  these  ? 
The  creative  study  of  the  story  is  closely  associated  with  the  above,  both 

in  oral  and  written  form,  because  all  teachers  need  skill  in  this  direction, 
and  the  primary  teacher  must  have  it. 

School  Law  and  Management.  —Double  term.  This  subject  is  classified 
as  work  to  be  pursued  during  the  second  year,  although  the  pupil  is  allowed 
to  enter  these  classes  any  time  after  taking  up  the  work  in  the  Normal 
Department.  For  recitation,  a  text— Wilkinson's  School  Management— is 
studied  in  connection  with  the  statutes  of  the  state  bearing  upon  and  regu- 
lating our  public-school  system.  Especially  is  the  pupil  required  to  become 
familiar  with  the  laws  authorizing  the  issuance  of  all  certificates  recognized 
as  qualifying  a  teacher  to  teach,  the  origin  and  maintenance  of  the  state 
permanent  school  fund,  the  source  and  distribution  of  the  state  annual  school 
fund,  and  the  theory  of  taxation.  The  study  and  discussion  of  the  manage- 
ment of  the  rural  schools,  and  those  schools  which  are  more  closely  super- 
vised, both  as  to  discipline  and  methods  of  conducting  recitation,  is  an 
important  feature  of  the  work  done  in  this  subject.  A  good  general  knowl- 
edge of  the  school  law  of  Kansas  and  of  the  scope  and  purpose  of  school 
economy  is  a  necessary  condition  to  admission  to  this  term's  work.  It  is 
believed  that  every  student  should  take  this  work  unless  he  has  had  a  similar 
course  in  a  normal  school  of  high  rank  with  equal  library  facilities. 

Scope  of  the  work— five  general  problems:  City  schools  and  their  work, 
including  a  special  study  of  high  schools;  the  relation  of  the  people  to  the 
schools;  material  appliances  in  the  economy  of  the  school;  the  class  and 
questions  of  the  classroom;  the  individual  pupil,  and  matters  pertaining  to 
his  growth  and  control.  , 

Nature  of  the  work— such  as  to  require  the  use  of  an  extensive  and  well- 
selected  library.  A  mere  suggestion  of  a  general  classification  of  the  sources 
is  here  given  to  illustrate  this  point.  Books  on  school  law,  management, 
theory  and  practice,  etc.  The  list  of  such  books  in  this  bulletin  will  suggest 
the  possibilities  in  this  line.  Periodicals  bearing  directly  on  school  problems, 
as  the  reports  of  the  national  commissioner  of  education,  the  National  Edu- 
cational Association,  and  complete  files  of  educational  journals.     Special  re- 


Fourth  Annual  Catalogue.  33 

ports  from  pamphlets,  such  as  courses  of  study,  slate  and  city,  reports  on 
city  schools,  manual-training  schools,  the  library  in  relation  to  the  public 
schools,  etc.;  court  decisions,  official  opinions,  etc. 

The  student  is  required  to  study  each  problem  according  to  the  following 
plan  of  the  work: 

General— (a)  Law:  (1)  The  school  law  of  Kansas  as  it  is.  (2)  Compara- 
tive school  law,  showing  likeness  and  differences  in  the  laws  of  the  various 
states.  (3)  Interpretation— opinions  of  attorney-general  and  court  decisions. 
(4)  Ideal  conditions  and  the  opportunities  of  the  teacher,  (b)  Management: 
(1)  Study  of  fundamental  principles.  (2)  A  knowledge  of  the  present  status 
of  school  problems.  (3)  A  comparison  of  the  management  of  the  schools  of 
other  countries  and  of  the  United  States;  of  other  states  and  Kansas. 

Special  study:  (a)  The  pupil  is  to  work  out  some  problems,  making  a  re- 
port on  same.  (6)  Each  student  is  to  do  some  systematic  library  work,  to 
the  end  that  he  may  be  able  to  use  sources  intelligently  and  that  he  may 
gain  skill  in  forming  judgments. 

The  recitation:  (a)  The  student  is  to  give  what  others  say— a  synopsis 
of  an  article  read  on  a  given  subject,  (b)  He  is  to  present  the  arguments 
for  and  against  a  given  subject,  (c)  His  own  opinions  and  the  reasons 
therefor  are  to  be  clearly  stated,  (d)  A  part  of  the  work  is  given  by  the 
instructor  in  the  form  of  lectures. 

Shorthand  and  Typewriting.— Students  who  have  finished  the  work  in 
shorthand,  together  with  the  typewriting,  will  be  able  to  secure  excellent 
positions.  The  shorthand  is  of  especial  value  to  students  in  advanced 
classes  in  the  institution.  The  typewriting  is  especially  valuable  for  those 
who  contemplate  engaging  in  industrial  work. 

Teaching  and  Criticism.— Double  term.  The  aim  is:  (1)  To  furnish  a 
field  for  the  application  of  the  principles  of  teaching.  (2)  To  give  candi- 
dates for  teaching  model  lessons  for  analysis  and  imitation. 

The  following  items  are  worthy  of  note: 

1.  The  teachers  entering  this  course  observe  the  work  of  other  pupil- 
teachers  or  of  critic  teachers  for  the  purpose  of  applying  the  instruction  in 
methods  to  lessons  that  have  been  well  planned.  Teachers  of  experience 
and  skill  observe  for  the  purpose  of  criticizing  work  from  the  standpoint  of 
sound  method.  The  observation  is  directed  successively  to  the  cardinal 
points  of  good  teaching,  such  as  interest,  self-activity,  inductive  presenta- 
tion, application,  reviews,  etc. 

2.  Practice  teaching  is  required  of  all,  under  the  supervision  and  criti- 
cism of  the  critic  teacher.  The  work  demands  one  period  a  day  for  twenty 
weeks.  The  teacher  has  full  charge  of  the  instruction  and  management  of 
the  class,  and  is  subject  to  occasional  visits  from  the  critic. 

3.  Teachers'  meetings  are  frequent  for  the  discussion  of  the  observa- 
tions reported,  for  the  observation  and  discussion  of  model  teaching,  and 
for  discussion  of  the  problems  of  teaching  that  arise  as  incidents  in  the 
work. 

Students  working  in  the  Model  School  not  only  do  forty-five  minutes  per 
day  of  teaching  and  observing,  but  attend  conference  with  the  training 
teacher  at  least  two  afternoons  per  week,  for  the  purpose  of  studying  the 
difficulties  that  arise  in  the  every-day  work  of  the  School. 

The  work  of  practice  teaching  is  done  in  each  school  hour  by  those  who 
have  no  work  on  this  program  during  that  hour. 


34 


Western  Branch  State  Normal  School. 


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GLIMPSE  OF  CREEK. 


Trigonometry.  — One  term.  Trigonometry  is  studied  as  far  as  the  ob- 
lique spherical  triangle. 

Zoology.  — Double  term.  The  student  must  have  taken  a  course  of  at 
least  ten  weeks  in  normal  physiology. 

1.  Systematic  zoology,  a  course  in  which  all  the  branches  of  the  animal 
kingdom  are  taken  in  descending  and  ascending  order,  beginning  with  the 
highest.  All  the  representative  classes  and  many  of  the  principal  orders  are 
studied  in  this  double  course. 

2.  Field  zoology  or  natural  history  includes  a  study  of  insects  and  birds, 
and  a  somewhat  extended  study  of  animal  ecology. 

Systematic  zoology  requires  ten  of  the  twenty  weeks  given  to  the  entire 
subject,  and  is  studied  during  each  of  the  five  ten- weeks  terms  of  the  schooL 
year,  excepting  the  third.  Field  zoology  continues  ten  weeks,  and  is  studied 
to  advantage  only  during  the  first,  second  and  fifth  ten-weeks  terms  of  the 
year. 

Systematic  zoology  is  studied  from  dissections  of  typical  forms,  from 
lectures,  and  text-  and  reference  books.  The  knowledge  of  the  anatomy  and 
physiology  of  a  vertebrate  gained  in  the  previous  study  of  Martin's  Human 
Body  is  taken  as  giving  a  sufficient  knowledge  of  the  vertebrate  plan  of 
structure  without  additional  dissections.  The  lobster  or  the  crayfish,  the 
fresh-water  mussel,  the  angleworm,  the  starfish,  the  hydra,  the  fresh-water 
sponge,  and  the  Paramecium  or  the  amoeba,  each  serves  in  turn,  when  dissected, 
to  show  the  essentials  of  the  plan  of  each  of  the  branches  of  the  invertebrates- 


Fourth  Annual  Catalogue. 


36 


By  Btudying  the  animals  in  the  order  named,  the  student  proceeds  from  the 

known  to  the  unknown,  and  thus  obeys  the  first  law  of*  all  investigations. 
After  reaching  the  simplest  forms  of  animals  known,  the  student  next  re- 
traces his  steps,  and  thus  proceeds  from  the  simplest  to  the  complex,  and 
from  the  first  in  a  series  to  those  evolved  later,  obeying  in  so  doing  the  second 
and  third  laws  of  investigations.  A  knowledge  of  the  classes  and  the  more 
important  orders  of  the  several  branches  of  the  animal  kingdom  in  this  up- 
ward study  is  gained  from  text-book,  reference  books,  and  from  notes  given 
by  the  teacher. 

In  field  zoology  the  student  studies  insects  and  birds  in  their  natural  re- 
lations, and  then  studies  the  morphology  and  systematic  position  of  the  more 
important  insects  from  his  own  collections  and  from  reference  manuals.  The 
morphology  and  classification  of  the  birds  are  studied  from  museum  specimens 
and  from  bird  manuals.  Studies  of  living  birds  are  made  with  field-glasses, 
that  no  bird  may  be  needlessly  destroyed  and  that  an  exceedingly  interest- 
ing field  for  study  may  be  opened  to  the  student.  This  ten-weeks  work  closes 
with  a  study  of  animal  ecology,  using  Jordan  and  Kellogg's  Animal  Life  as 
the  text-book. 

Besides  gaining  a  knowledge  of  animals  for  use  in  teaching  nature  study 
in  the  grades  and  zoology  in  the  high  schools,  the  student  finds  constant  ex- 
ercise for  his  power  to  see  and  trace  relationships  and  to  make  generaliza- 
tions. The  collecting  and  observing  habits  are  strongly  stimulated  and  many 
conclusions  of  value  in  every-day  life  are  reached.  A  knowledge  of  the  eco- 
nomic relationships  of  animals  to  man,  especially  of  birds  and  insects,  so 
vitally  concerns  the  welfare  of  nearly  every  community,  that  this  part  of 
the  work  in  zoology  is  properly  emphasized. 


RECENT  WORK  IN  DRAMATIC  ART. 
Scene  from  "Merchant  of  Venice." 


36  Western  Branch  State  Normal  School 


Special  Classes. 

Algebra.— One  term.  This  course  is  designed  to  cover  the  work  as  re- 
quired for  a  second-grade  certificate.  The  state  text  is  followed  quite  closely, 
although  much  supplementary  work  is  given  for  the  purpose  of  drill.  Em- 
phasis is  placed  upon  thoroughness  and  skill  in  the  use  of  the  fundamental 
operations  and  processes  of  factoring.  The  simple  equation  receives  careful 
consideration.  So  far  as  possible,  the  work  is  made  inductive,  principles 
being  taught  as  generalizations  rather  than  as  arbitrary  facts. 

Arithmetic— One  term.  The  work  includes  a  consideration  of  integers, 
common  and  decimal  fractions,  and  denominate  numbers.  In  integers,  a 
careful  review  is  made  of  the  fundamental  operations  and  the  principles  in- 
volved in  greatest  common  divisor  and  least  common  multiple.  Emphasis  is 
placed  upon  the  two  conceptions  of  fractions,  as  a  divided  unit  and  as  an  ex- 
pression of  division;  from  these  ideas  the  principles  of  reduction  are  devel- 
oped and  the  application  of  the  fundamental  operations  as  studied  in  integers 
is  shown.  As  decimal  fractions  differ  but  little  from  whole  numbers  except 
in  the  value  of  the  unit,  the  principles  of  integral  operations  may  be  applied. 
Denominate  numbers  differ  from  integers  in  the  varying  composition  of  units, 
but  the  underlying  principles  are  identical.  Pupils  are  required  to  commit 
and  discuss  the  principal  tables,  in  order  to  deal  intelligently  with  the  vari- 
ous problems.  In  all  work  rapidity  is  deemed  important,  but  more  stress  is 
placed  upon  an  intelligent  understanding  of  principles  and  processes. 

Bookkeeping.— One  term.  The  work  comprises  a  consideration  of  the 
fundamental  principles  of  the  subject.  Exercise  is  given  in  the  opening  of 
accounts  and  the  keeping  of  an  ordinary  set  of  books.  Practice  is  given  in 
writing  notes,  checks,  and  other  common  business  papers.  Accuracy  and 
neatness  are  insisted  upon  at  all  times. 

Civil  Government.— One  term.  The  work  is  based  on  a  study  of  the 
constitution  of  the  United  States.  The  history  of  the  formation  of  the  con- 
stitution is  briefly  considered.  The  composition  and  powers  of  the  different 
departments  of  the  government  are  carefully  studied.  Concrete  illustrations 
are  used,  and  matters  of  current  interest  in  affairs  of  the  government  re- 
ceive attention. 

Geography,  Political.— One  term.  The  work  comprises  a  complete  re- 
view of  the  subject.  A  careful  study  is  made  of  North  America,  which  is 
then  used  as  a  basis  of  comparison  for  the  study  of  the  other  continents. 
No  effort  is  made  to  separate  what  belongs  to  the  physical  from  what  be- 
longsK  to  the  political  aspects  of  the  subject.  Physical  features  are  noted 
and  their  effect  upon  life  considered.  The  adaptation  of  the  earth  to  the 
needs  of  man  and  the  mutual  relation  existing  between  the  two  are  made 
the  central  features  of  the  study,  and  the  subject  is  taught  solely  with  these 
ideas  in  mind. 

Geography,  Physical.— One  term.  In  this  subject  the  text-book  is  fol- 
lowed quite  closely,  although  all  parts  do  not  receive  the  same  degree  of  at- 
tention. Facts  pertaining  to  the  shape,  size,  etc.,  of  the  earth  are  briefly 
considered.  A  careful  study  is  made  of  the  composition,  movements  and 
states  of  the  atmosphere.  Special  attention  is  given  to  the  location  of  the 
various  wind  belts,  and  also  to  the  theory  of  the  formation  of  high  and  low 


Fourth  Annual  Catalogue.  87 

areas  and  the  resulting  cyclonic  action.  Common  instruments,  as  the  ther- 
mometer and  barometer,  are  studied  and  their  uses  illustrated.  Current 
weather  maps  are  noted  and  individual  observation  is  encouraged.  The  dis- 
tribution of  land  and  water  and  the  formation  of  plains,  plateaus,  etc.,  are 
considered.  Careful  attention  is  given  to  the  distribution  of  life  as  the  re- 
sult of  physical  causes.  Although  technical  knowledge  is  sought,  yet  an 
effort  is  made  to  emphasize  the  relation  of  physical  causes  and  effects  rather 
than  to  encourage  the  committing  of  unassociated  facts. 

Grammar.  — One  term.  The  course  embraces  a  complete  review  of  the 
subject.  The  sentence  is  made  the  basis  of  work ;  it  is  carefully  studied 
with  respect  to  structure,  uses,  and  forms.  The  parts  of  speech  are  studied 
in  their  relation  in  sentences  and  their  classification  and  properties  carefully 
considered.  Application  of  the  pupil's  knowledge  is  made  by  frequent  ex- 
ercises in  analysis  and  parsing.  Effort  is  directed  towards  discouraging  the 
formal  and  deductive  teaching  of  grammar  and  towards  encouraging  the 
consideration  of  it  as  a  living  subject  in  which  the  pupil  is  to  become  inter- 
ested. 

History,  Kansas.— One  term.  This  class  endeavors  to  familiarize  the 
student  with  the  part  this  state  has  had  in  tradition  and  in  real  history. 
Her  wealth  of  resources,  her  stand  for  truth  and  freedom  through  storm 
and  sunshine,  her  contributions  to  the  material  prosperity  and  to  the  high 
thinking,  to  the  literature  and  to  the  science,  of  our  nation  give  her  just 
claim  to  be  known  and  loved  by  all.     Text  and  library  are  used. 

History,  United  States.— One  term.  A  careful  study  of  American  his- 
tory to  Washington's  administration  is  made.  The  events  leading  directly 
to  the  discovery  of  America  and  the  attempts  made  by  the  leading  European 
nations  to  obtain  territory  in  the  new  world  are  considered.  The  motives 
that  prompted  colonization  are  carefully  noted.  The  English  colonies  are 
considered  in  groups,  a  careful  study  being  made  of  the  principal  colony  in 
each  group  as  a  type  form.  Frequent  comparison  of  the  conditions  existing 
in  these  type  colonies  is  made.  The  French  and  Indian  war  is  regarded  as 
an  inevitable  struggle  for  supremacy  in  the  continent.  The  revolution  and 
the  final  establishment  of  a  new  government  are  treated  as  the  culmination 
of  forces  long  active.  Little  attention  is  given  to  the  conning  of  facts,  em- 
phasis being  placed  upon  the  recognition  of  movements.  The  principle  of 
cause  and  effect  is  emphasized  throughout  the  work,  the  subject  being 
treated  as  a  living,  organized  whole,  rather  than  as  a  bundle  of  unrelated 
particulars.     The  work  of  the  institute  course  of  study  is  included. 

Literature.— One  term.  The  course  is  based  on  the  institute  outline  in 
this  subject,  and  seeks  to  cover  the  work  required  for  a  first-grade  certifi- 
cate. A  careful  study  is  made  of  several  classics,  for  the  double  purpose  of 
acquainting  the  pupils  with  the  subject-matter,  and  giving  them  a  means  of 
judging  the  value  of  other  selections.  Brief  studies  of  the  life  and  work  of 
the  different  authors  are  made.  An  effort  is  made  to  introduce  the  pupils 
to  the  best  literature  and  to  cultivate  an  appreciation  of  such,  rather  than 
to  make  a  critical  study  of  any  particular  selection. 

Penmanship.— One  term.  The  object  of  the  work  is  threefold :  (1)  To 
give  a  knowledge  of  the  forms  of  the  letters  and  of  their  combination  in 
words;  (2)  to  secure  an  easy  and  correct  movement;  (3)  to  attain  a  fair 
rate  of  speed.     All  methods  are  directed  to  the  accomplishment  of  these 


38 


Western  Branch  State  Normal  School. 


ends.  Advanced  work  in  this  subject  is  given  in  connection  with  the  book- 
keeping instruction  in  the  Normal  Department. 

Physiology.— One  term.  An  elementary  survey  of  the  whole  subject  is 
taken.  The  composition  and  structure  of  the  bones  and  their  adaptation  in 
the  skeleton,  the  structure  and  use  of  muscles,  nutrition,  circulation  and 
respiration  receive  careful  attention.  The  nervous  system  and  the  special- 
sense  organs  are  carefully  studied.  Hygiene,  the  effects  of  stimulants  and 
narcotics  and  the  general  care  of  the  body  are  emphasized.  Simple  experi- 
ments are  introduced  and  observation  is  encouraged. 

Reading. — One  term.  The  work  includes  a  consideration  of  the  funda- 
mental principles  of  elocution  as  well  as  exercise  in  interpretive  reading. 
The  association  of  expression  and  thought  is  emphasized.  Literary  analysis, 
sequence  of  thought,  clearness  of  enunciation  and  the  various  forms  of  em- 
phasis receive  careful  attention. 

Spelling.— One  term.  The  work  embraces  not  only  exercises  in  spelling 
but  constant  drill  in  phonics.  Word  building  and  word  analysis  are  also 
emphasized. 


GLIMPSE  OF  CREEK. 


Fourth  Annual  Catalogue.  39 


Model  School  Classes. 

The  School  is  well  equipped  with  necessary  school  apparatus,  and  in- 
cludes in  its  course  a  broad  variety  of  exercises,  introducing  the  student 
to  every  phase  of  school  work— drawing,  music,  physical  culture,  and 
nature  study. 

All  the  teaching  work  is  closely  supervised  by  a  competent  critic  teacher, 
and  classes  are  frequently  taught  by  her  for  observation  by  teachers  in 
training. 

Pupils  attending  school  have,  in  addition  to  the  broad  and  liberal  course 
outlined,  the  advantage  of  the  Normal  library;  every  advantage  with  every 
encouragement  is  given  to  lead  them  to  love  good  books. 

Course  of  Study. 

Arithmetic— The  work  in  this  subject  aims  to  make  the  common  prin- 
ciples involved  in  the  fundamental  operations  familiar  and  continuous 
throughout  simple  numbers,  fractions,  both  decimal  and  common,  and 
denominate  numbers.  There  is  no  attempt  to  learn  "once  for  all"  by 
strenuous  efforts  of  memory,  meaningless  tables,  rules,  or  formulae;  but 
rather  by  careful,  concise  and  interesting  repetition,  and  by  application  in 
the  familiar  fields  of  manual  training,  of  the  school  garden,  and  of  mimic 
business,  to  cause  the  child  to  grow  into  all  useful  fundamental  knowledge 
of  numbers.  The  thought  is  to  cause  the  pupil  to  grow  in  strength  of 
mind  and  to  train  the  will  and  the  reasoning  power  by  means  of  arithmetic, 
without  the  expectation  that  more  of  it  will  be  longer  retained  as  a  memory 
product  than  they  have  pretty  frequent  use  for.  The  thought  that  runs 
through  the  whole  course  is  that  nothing  is  to  be  considered  as  completed 
and  therefore  dropped,  but  that  application  of  all  the  principles  learned 
shall  be  repeatedly  provided  for. 

Seventh  year.—  Percentage  and  the  principal  applications  of  percentage 
in  common  business  transactions,  including  interest,  notes,  and  stocks,  con- 
stitute the  principal  work  of  this  year.  Much  drill  is  given  in  the  funda- 
mental operations  and  the  principles  underlying  the  relations. of  numbers.  ■ 

Eighth  year.  —  Ratio  and  proportion,  involution  and  evolution,  mensura- 
tion and  the  metric  system  furnish  the  work  for  this  year. 

Drawing.— The  work  covers  form  study,  shading,  color  work,  using  pen- 
cil, crayon,  and  brush.  The  type  solids  furnish  the  primary  ideas  of  form. 
Objects  from  nature  study  and  language  work  are  used  for  the  shading  and 
color  work.  The  state  text-books  and  manuals  guide  the  instruction,  al- 
though they  are  not  followed  in  detail.  No  set  course  is  followed;  no  particu- 
lar tasks  are  set  for  each  period  of  the  year;  but  work  suitable  for  the  class 
and  season  is  selected  from  term  to  term.  The  work  of  the  seventh  and 
eighth  grades  includes  mechanical  drawing  incidental  to  woodwork,  and 
also  decorative  drawing  and  picture-making,  using  pencil,  pen,  crayon,  and 
brush. 

Geography.— The  great  purpose  in  teaching  geography  is  to  acquaint  the 
child  with  the  earth  as  the  home  of  man.  During  the  early  years,  children 
are  made  acquainted  with  both  plant  and  animal  life  as  affected  by  physical 
environment,  and  later  their  geography  deals  more  particularly  with  the 
people  on  the  earth. 


40  Western  Branch  State  Normal  School. 

Seventh  year.— The  advanced  geography  is  studied,  from  South  America 
to  the  end. 

Eighth  year.— A  detailed  study  of  the  eastern  hemisphere  occupies  twenty 
weeks,  and  physical  geography  is  studied  twenty  weeks,  using  a  text-book, 
and  observation  of  physical  earth  phenomena  in  the  vicinity  of  Hays. 

History.  Seventh  year.— The  work  covers  the  American  revolution  and 
the  new  government  that  grew  out  of  it.  A  copious  use  of  biography  is 
made.  Much  time  is  given  to  the  rich  and  abundant  literature  portraying 
this  period.     Biographies  of  several  prominent  men  are  treated  fully. 

Eighth  year.  —The  constitutional  period  of  the  history  of  the  United  States 
occupies  the  year.  Only  those  topics  embracing  the  more  significant  facts 
of  the  growth  of  the  government,  the  prosperity  of  the  people  and  the  ideals 
of  citizenship  are  taught.  More  culture,  it  is  thought,  comes  from  the  full 
treatment  of  a  few  topics  than  from  a  scant  treatment  of  many.  Reference 
to  the  easier  histories  is  made  continually  and  some  of  the  work  is  presented 
orally. 

Language.— Language  work  naturally  grows  out  of  the  nature  work  and 
the  literature.  The  aim  of  the  work  is  to  give  correctness,  strength  and 
beauty  of  expression.  In  order  to  do  this,  the  pupil  must  have  interesting 
thought  to  express.  The  language  work  consists  largely  in  teaching  pupils 
the  use  of  individual  words  and  phrases  without  generalization.  The  teacher 
observes  for  this  purpose  those  errors  of  speech  that  are  prevalent  among 
the  pupils  being  taught,  and  embodies  them  in  the  language  work. 

Seventh  year.— A  careful  study  of  technical  grammar  occupies  the 
seventh  and  eighth  years.  Topics:  (1)  The  nature  of  ideas.  (2)  The  na- 
ture of  thoughts.  (3)  Ideas  and  their  expression.  (4)  Thoughts  and  their 
expression.  (5)  Parts  of  speech.  (6)  Phrases  and  clauses.  (7)  The  forms 
of  sentences.  (8)  The  elements  of  a  sentence.  (9)  Nouns.  (10)  Pronouns. 
(11)  Adjectives.     (12)  The  verb.     (13)  The  adverb.     (14)  The  preposition. 

Eighth  year. -Topics:  (1)  The  subject.  (2)  The  predicate.  (3)  The 
complex  sentence.  (4)  The  compound  sentence.  (5)  The  classification  of 
sentences  with  respect  to  meaning  and  use.  (6)  The  verb  reviewed.  (7) 
The  pronoun  reviewed.  (8)  Adjectives  reviewed.  (9)  Adverbs.  (10)  Par- 
ticiples and  infinitives.  (11)  Application  of  grammar  in  the  analysis  and 
parsing  of  sentences  of  all  kinds.  The  study  of  history  and  derivation  of 
some  words. 

Music— The  theory  work  includes  the  study  of  the  scale  of  C  and  the 
building  of  all  the  major  scales,  the  study  of  the  chromatic  scale  and  acci- 
dentals in  music,  the  developing  of  the  minor  scales  from  the  major.  In 
tone  work,  the  pupils  are  drilled  in  producing  tones  of  good  quality.  They 
are  taught  to  read  in  all  the  major  keys  and  to  read  easy  exercises  in  the 
minor  keys. 

Nature  Study.— The  whole  realm  of  science  is  too  broad  for  elementary 
nature  study.  Interest  will  be  most  easily  created  in  those  phenomena  that 
affect  us,  and  those  plants,  insects  and  animals  that  make  for  our  happiness 
or  misery.  Every  child  will  come  later  to  a  hand-to-hand  contest  with  the 
elements  in  field,  garden,  or  lawn,  and  the  rules  of  the  battle  are  interesting 
to  him  now.  Actual  contact  with  nature,  and  not  stories  about  nature, 
should  be  the  guiding  principle  of  the  work;   so  aquaria,  vivaria  and  gar- 


Fourth  Annual  Catalogue, 


ll 


A  RESERVATION  LANDSCAPE. 
(  Land  belongs  to  the  State  Normal  School.) 


42  Western  Branch  State  Normal  School. 

dens  should  be  provided,  to  facilitate  observation.  Out-of-doors  is  the  book 
that  will  furnish  most  of  the  reading.  No  course  can  foresee  what  the 
children  will  come  in  contact  with.  The  following  attempts  to  suggest  the 
kind  of  work,  rather  than  the  quantity  or  the  exact  objects  to  be  observed. 
Purposive  employments  involving  natural  objects  and  the  application  of  na- 
ture's laws  are  devised  in  the  carrying  out  of  an  effective  course  in  nature 
study. 

Seventh  year.— The  bees,  spiders,  ants,  toads,  snakes,  turtles,  fish  and  the 
microscopic  life  in  stagnant  water  are  observed.  Birds  are  studied,  making 
lists  of  all  seen,  and  noting  what  they  were  doing.  Any  immediate  interests 
that  may  arise  in  nature  study  are  followed  out. 

Eighth  year.— The  planting  and  care  of  trees  is  the  special  topic;  their 
use  and  beauty;  the  names  of  trees  around  Hays  and  distinguishing  char- 
acteristics. Pupils  learn  to  graft  and  bud  fruit-trees;  also  to  cross-fertilize 
or  "breed"  plants.  They  determine  some  insects  harmful  to  trees,  their 
life  stages,  and  how  to  destroy  them.  They  name  the  birds  that  are  seen 
helping  the  trees  by  removings  eggs  and  caterpillars. 

Penmanship.— The  work  of  the  seventh  and  eighth  years  emphasizes 
position,  form,  and  movement.  The  writing  practice  is  correlated  witn  the 
study  of  business  forms  and  letters  and  polite  correspondence. 

Physiology  and  Hygiene:  Seventh  year.—  Oral  and  observational  les- 
sons upon  the  structure  and  hygiene  of  the  body  are  given.  The  skeleton 
is  studied  and  compared  with  the  skeleton  of  a  dog  or  a  horse.  The  structure 
and  composition  of  bones  are  observed.  The  muscles  and  tissues  of  the 
body,  their  growth  and  nutrition,  and  the  skin  and  lungs  are  studied. 

Eighth  year.— The  work  covers  the  state  text  in  physiology. 

Reading.— The  important  study  in  primary  and  intermediate  grades  is 
reading,  for  upon  this  the  progress  in  other  subjects  largely  depends.  Com- 
prehension of  thought  is  necessary  to  good  oral  expression;  hence  our  pri- 
mary aim  is  to  make  intelligent  and  thoughtful  silent  readers.  The  sound 
work  is  emphasized  from  the  first,  and,  as  new  sounds  are  introduced,  the 
diacritical  markings  are  placed  upon  the  blackboard  for  daily  review.  In 
studying  a  reading  lesson,  these  steps  are  observed:  (1)  Study  of  words  and 
phrases;  (2)  study  of  picture,  if  there  is  one;  (3)  study  of  thought;  (4)  study 
of  expression.  All  stories  and  poems  selected  for  the  children  to  read  should 
be  the  best  that  they  are  capable  of  reading  and  appreciating.  The  thought 
in  them  should  be  in  every  case  worth  the  getting— stories  that  will  cultivate 
a  lasting  taste  for  good  literature. 

Seventh  year.—  Attention  is  given  to  the  reading  and  interpretation  of 
more  difficult  selections  than  have  been  heretofore  used.  The  thought 
analysis  is  made  with  more  care,  and  the  form  of  the  literature  read,  the 
beauty  and  strength  of  expression,  receive  some  attention.  ' '  The  Lady  of 
the  Lake, "  "  Miles  Standish, "  Lamb's  "  Tales  from  Shakespeare  "  and  other 
selections  of  equal  difficulty  are  used. 

Eighth  year.— The  purposes  and  plans  of  the  seventh  year  are  continued. 
"The  Iliad,"  "The  Sketchbook  "  and  selections  of  equal  difficulty  are  used. 

Spelling.— In  addition  to  the  word  study  accompanying  all  branches,  the 
state  text-book  in  spelling  is  used.     Stress  is  laid  on  the  value  of  letters  and 


Fourth  Annual  Catalogue,  13 

iUCh  rules  as  arc   helpful  in   spelling.       Both   oral    and  written   spelling   arc 

practiced. 

Seventh  year.—  Parts  I  and  II  of  the  state  text  are  used,  laying  special 
stress  upon  the  phonic  analysis  and  rules  for  spelling.  Lists  of  commonly 
used  words  are  practiced. 

Eighth  year.—  Parts  III  and  IV  of  the  state  text  are  used.  Homonyms, 
synonyms,  derivation  and  analysis  of  words,  together  with  much  practice 
upon  useful  words,  constitute  the  work. 


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GLIMPSE  OF  NORMAL  PARK. 


44  Western  Branch  State  Normal  School. 


Text-book  List, 


a  lp-pbra                                    5  State  text $0  55 

Aigebra I  Wells's  College 1  50 

Arithmetic                          {  Belfield's  New  Model 39 

Arithmetic j  Payne>s  practical 65 

Bookkeeping Goodyear 44 

Rn+nnv                                 \  Bergen's  Foundations 120 


Gray's  Field,  Forest,  and  Garden 1  44 

Caesar Lowe  and  Ewing 83 

Chemistry Remsen 1  15 

Cicero Johnson 83 

Civil  Government j  &&id  Taylor!  ."i:!  "  ^  ... ...  i"  ^  '  2 

Drawm0.                              ^  Cross's  Free-hand 80 

drawing /  Thompson>s  (8  books) 88 

Elocution Marsland 1  12 

English  Grammar {  £^.-; ;;;;;;;;;;;;; ;;;;; ;;; ;;;;;; ;;; ;  1 

Geography Davis's  Complete 1  25 

Geology Le  Conte's  Elements 3  50 

Geometry Wentworth 88 

German  Grammar Otis-Carruth 88 

History  of  Education. . .      Cubberley's  Syllabus 2  50 

History,  Kansas Prentis 66 

His^.Ura^Ste^-|S^hi|n:::::::::::;:::::::::::::::::::  i!o 

Latin,  Beginning Bellum  Helveticum 66 

Latin  Grammar Bennett 73 

Literature,  English Simond's 1  25 

i  Natural  Music  Chart 25 

Music J  Modern  Music  Series 50 

(  Fullerton's  Choice  Songs 35 

Oratory Shurter 90 

Parliamentary  Law Reed 65 

Penmanship Easel— Crane  &  Co 06 

Physics Carhart  and  Chute,  high-school  edition 1  25 

Physiology Martin's  Human  Body,  unabridged 2  50 

Principles  of  Teaching . .      Thorndyke 1  25 

Psychology Titchener's  Elements 1  00 

n.    .     .„   "                           \  Mother  Tongue,  Elements  of  Eng.  Comp'n. .  100 

Knetoric (  Wendell's  Composition 1  50 

School  Law  and  Mang't. .      Wilkinson 35 

Shorthand Schoch's  Benn  Pitman 1  00 

(  Hewett 11 

Spelling j  Reed's  Word  Lessons 25 

(  Wilkinson's  Orthoepy 35 

Trigonometry Wentworth 1  35 

r7^Ki««                   '               (  Jordan  and  Kellogg 83 

Zool°^ J  Kellogg 1  20 


CATALOGUE 


OF  TIIK 


Western 

State  Normal  School 


FIFTH  YEAR,  1906-'07. 


HAYS,  KANSAS. 


3903 


Annual  Catalogue 


>r  ii.. 


Officers  and  Students 

of  the 

Western 
State  Normal  School, 

Hays,  Kansas. 


Fifth  Year— 1906 -'07. 


STATE  PRINTING  OFFICE, 
TOPEKA,  1907. 

3903 


Board  of  Regents. 

Term  Expires  in  1909. 

L.  B.  KELLOGG,  Esq Emporia. 

F.  J.  ALTSWAGER,  Esq Hutchinson. 

CHARLES  G.  MESSERLEY,  Esq Osage  City. 

Term  Expires  in  1911. 

Supt.  A.  H.  BUSHEY Pittsburg. 

H.  W.  GRASS,  Esq La  Crosse. 

M.  F.  AMRINE,  Esq Council  Grove. 

Officers  of  the  Board. 

President   A.  H.  Bushey. 

Vice-president   H.  W.  Grass. 

Secretary    L.  B.  Kellogg. 


Calendar  for   1907'-08. 


1907. 

September  3 .  .  .   Tuesday — First  Meeting  of  Classes  for  Second 

Term. 

November  7.. . .   Thursday    . . .  j  Free  Entrance  and  Final  Examination 

November  8. .  . .   Friday   > 

November  8.. .  .    Friday   — Close  of  Second  Term. 

November  11..  .   Monday   — First  Meeting  of  Classes  for  Third 

Term. 
November  28. .  .   Thursday    . . 

November  29. . .   Friday   

December  20 . . .   Friday   


Thanksgiving  Vacation. 


>  Holiday  Recess. 

January  6 Monday' 

January  30 ...  .  Thursday        .  )  Free  Entrance  and  Final  Examinations. 

January  31 ...  .  Friday   ) 

January  31 ....  Friday   — Close  of  Third  Term. 

February  3 . . . .  Monday   — First  Meeting  of  Classes  for  Fourth 

Term. 

April  2 Thursday 

April  3 Friday   . . 

April  3 Friday   — Close  of  Fourth  Term. 

April  6 Monday   —First  Meeting  of  Classes  for  Fifth 

Term. 

May  31 Sunday — Baccalaureate  Address. 

June  5 Friday   — 10:30  A.  m.,  Commencement  Exercises. 

June  8 Monday   — Opening  of  Summer  Term. 

August  7 Friday   — Close  of  Summer  Term. 


Free  Entrance  and  Final  Examinations. 


4 


Western  State  Normal  School 


Fifth  Annual  Catalogue. 


The  Faculty. 

Names  are  printed  In  the  order  of  election. 


PRESIDENT. 

JOSEPH  H.  HILL,  A.  M.,  D.  D.  (Kansas  State  Normal  School  and 
Northwestern  University) . 

PRINCIPAL. 

WILLIAM  S.  PICKEN  (Kansas  State  Normal  School), 
History  of  Education  and  Latin. 

ASSISTANTS. 

ANNA  KELLER  (Kansas  State  Normal  School), 
Drawing  and  Directress  Model  School. 

ERNEST  B.  MATTHEW  (Kansas  State  Normal  School), 

Mathematics  and  Public  Speaking. 

HARRY  L.  KENT  (Kansas  State  Normal  School), 

Natural  Sciences. 

LULU  BICE  (Western  State  Normal  School), 
Librarian. 

CHARLES  A.  SHIVELY,  A.  M.  (State  Normal  School  and  University 

of  Kansas), 
History  and  School  Organization. 

JENNIE  E.  NICKLES,  A.  B.  (University  of  Kansas), 

German. 

ANNETTE  FOSTER  (Kansas  State  Normal  School), 

English. 

JOHN  S.  BIRD  (Kansas  State  Normal  School), 
Commercial  Subjects,  Shorthand,  and  Typewriting. 


CD.  Frankenberger,  Janitor. 


Western  State  Normal  School. 


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1 

Fifth  Annual  Catalogue, 


Register  of  Students, 

June.   1906,  to  June.   1907. 


GRADUATING. 

THREE-YEAR  COURSE. 

Cave,  Maggie  Upton, Hays. 

Picken,  Chat  Alan, Hays. 

Picken,  Lucy  Lillian, Hays. 

Ritter,  Elias  E.,       Selden. 

Westbrook,  Abbie  E., Hays. 

TWO-YEAR  COURSE. 

Compton,  W.  T.  S., La  Porte,  Texas. 

Dite,  Emily  M., Ellis. 

Dodrill,  Ellsworth, Stockton. 

Havemann,  Alfred,       Hays. 

Jantzen,  Edward  D., Fairport. 

Kline,  Sarah  Elizabeth, Gradan. 

Loreditsch,  Clara  A., Hays. 

Matthew,  Harry  V., Webster. 

Motz,  Frank  S., Hays. 

Parkhurst,  Verna  L.,        Plainville. 

Wilson,  Nora  Josephine,* Hays. 

NOT  GRADUATING. 

Adams,  Ivah  May, Palco. 

Allen,  Lillian  M., Effingham. 

Amstutz,  Laura, Ransom. 

Anderson,  Olive  Nancy, Colby. 

Appelhans,  Annie  Mary, Pfeifer. 

Arnold,  Rebecca  Eldora, Hays. 

Bahl,  Madeline, Hays. 

Ball,  Merna  Grace, Gorham. 

Barnes,  Carl, Hays. 

Barnes,  Elma  Leota, Hays. 

Basgall,  Joseph  J., Hays. 

Basgall,  Martin  A., Pfeifer. 

Baxter,  Clara  Belle, Oakley. 

Baxter,  Harry, Gorham. 

Behan,  Ellen  Terry, Hays. 

Beleke,  Elizabeth  Anna, Hays. 

Beleke,  Frances  Barbara, Hays. 

Bell,  Beulah  Vida, • Hays. 

Bell,  Neva  Mae, Hays. 

Bice,  Aurilla  Ellen, Plainville. 

Bice,  Claude  F., Plainville. 

Bice,  Clayton  Carlette, Plainville. 

Bice,  Clyde  W., Plainville. 

Bice,  Gertrude  Iona, Plainville. 

Bice,  Leo  Edson, Plainville. 

Bice,  Mary  Elva, Plainville. 

*  Received  diploma  August  4,  1906. 


8  Western  State  Normal  School. 

Bice,  Vernon  Leslie, Plainville. 

Bieber,  Ida  May, Colby. 

Bissing,  Alex  J., Hays. 

Black,  Gertrude  Anna, Gorham. 

Bodmer,  Emma  Rose, Dorrance. 

Bratton,  Alta  Leona, Luray. 

Brooks,  Zilla  Faye, Hill  City. 

Brown,  Charlotte  E., Hays. 

Brown,  Effie  May, Lucas. 

Brown,  Elizabeth  Margaret, Russell. 

Brown,  Evalina, Hays. 

Brown,  Harry  Burton, Natoma. 

Brown,  Henry  J., Alton. 

Brown,  Katherine, Hays. 

Brown,  Ruth  Adell, Hays. 

Brown,  Lizzie  Pearl, Hays. 

Brumitt,  Hannah  Ellen, Hays. 

Brumitt,  John  Ulysses  Smith, Hays. 

Buckridge,  Ola, Hays. 

Buell,  Ada  G., Sunnyside. 

Bunker,  Jessie  Belle, Lucas. 

Calvert,  Elinor  Maud, Winona. 

Calvert,  Frederick  William, Winona. 

Cave,  LoRee, Hays. 

Chaddock,  Ethel  Evelyn, Rush  Center. 

Chaffee,  Lola  May, Wellmanville. 

Chegwidden,  Bert, Dubuque. 

Christiansen,  Louis, Smokyhill. 

Connelly,  Walter  Eugene, Bunkerhill. 

Cooper,  Grace  Belle, Dorrance. 

Copeland,  Grace  Ellen, Hays. 

Cox,  Cora  Winifred, Hays. 

Craig,  Laura  May, Stockton. 

Cress,  Hugh  Irwin, Codell. 

Crissman,  Mary  Margaret, Hays. 

Crocker,  Benjamin  Franklin, Hays. 

Cross,  Lillian  May, Ellis. 

Crowder,  Edyth  Mary, Walker. 

Crowder,  Floyd  Herbert, Walker. 

Cuff,  William  Clyde, Fairport. 

Curtis,  Ruth,        McCracken. 

Custer,  Maude  M., Quinter. 

Davidson,  Nellie  Mae, Ogallah. 

Davis,  Edwin, Studley. 

Dazey,  Roy  C, Hill  City. 

Dickerson,  Charles  Darwin, Garden  City. 

Dickerson,  Josie  May, Garden  City. 

Dickerson,  Katherine, Garden  City. 

Dickinson,  Sophia  Grace, Hays. 

Dickinson,  Ursula  Bailey, Hays. 

Dortland,  Lucy  C, Gorham. 

Doubleday,  Helen  Kennedy, Selden. 

Doyle,  Elsie  M., Bunkerhill. 

Dwyer,  Celia  Isadore, Gorham. 

Eaton,  Jennie  Fern, Mendota. 

Eaton,  Lexie  Elizabeth, Mendota. 

Eichman,  Mary, Palco. 

Ellis,  Bessie  Frances, Hays. 

Ellis,  Arthur  Everett, Plainville. 

Ely,  William  Bransom, Ball. 

Emerick,  Blanche  Mae, Natoma. 

Engel,  Alois, Hays. 

Erbert,  Frank  George, Ellis. 


Fifth  Annual  Catalogue. 

Parber,  Ora  B Hoxie. 

Parber,  Ray. Hoxie. 

Poster,  Jernmiah  James, Paradise. 

Foster,  Walter, Paradise. 

Prankenberger,  Charles  Donald, Hays. 

Preeland,  Edith, Hays. 

Freese,  John  Howell, Hays. 

Furthmyer,  Katheryn  Effie, Gorham. 

Gardels,  Mary  Frieda, Turkville. 

Garvin,  Edith, Plainville. 

Gatevvood,  Eva, Hays. 

Gill,  Harold  Hatifield, Hays. 

Gish,  Bertha  Mabel, Palco. 

Glaze,  Ethel  Leota, Luray. 

Goetz,  Joseph Victoria. 

Goff,  Ada  R., Hays. 

Graham,  Dottie  L., Russell. 

Groff,  Clara  Elsie, Ellis. 

Guldin,  Mary  Alice, Rush  Center. 

Haffa,  Lily  W., Russell. 

Hall,  Carolyne, Ellsworth. 

Hall,  Ethel  Alma, Waldo. 

Hall,  Margaret  Louise, Ellsworth. 

Hamilton,  Elsie  Elizabeth, Ness  City. 

Hammar,  Charles  Calvin, Codell. 

Hargis,  Mary  Edith, Scottsville. 

Hatton,  Edna  Viola, Luray. 

Hawkins,  Elma, Palco. 

Helm,  Mary  Huldah, Ellsworth. 

JHenderson,  Carrie  May, Palco. 

Herrmann,  Magdalena, Victoria. 

Higgins,  Ethel  Blanche, Hays. 

Hillman,  Fred  Lester, Natoma. 

Hoagland,  Clifford  Ray, Codell. 

Hoagland,  Frank  Bice, Codell. 

Hoff,  Grace  Eva, Turkville. 

Hoffman,  C.  Eva, Luray. 

Hogan,  Rose, Hill  City. 

Holl,  Clara  Roxana, .     .  Russell. 

Hopper,  Brownlow, Hays. 

Hopson,  Eliza  Ellen, Luray. 

Irwin,  Bertha  Melvina, Hays. 

Irwin.  Edith  May, Hays. 

Irwin,  Joseph, Hays. 

Ivan,  Barbara  Katherine, Collyer. 

Jacobs,  Joseph  G., Hays. 

Jacobs,  Mary  Helen, Hays. 

Jacobs,  Phillip  M., Hays. 

Johnson,  Christena, Hays. 

Johnson,  Helen  Elizabeth, Hays. 

Johnson,  Carolina, Hays. 

Johnson,  Lily, Hays. 

Johnson,  Mary, „  Hays. 

Johnson,  Sophia, Hays. 

Joslin,  Katherine  Maud, Hays. 

Joslin,  Pearl  Mollie, Hays. 

Kimble,  Bessie  Irene, Osborne. 

Kincaid,  Hazel  Kirk, Marvin. 

King,  Maude, Turkville. 

Kingsley,  Harrison, Ellis. 

Kline,  Elena  Ruth, Gradan. 

Knoche,  Fredella, Hays. 

Knoche,  Virginia, Hays. 


10  Western  State  Normal  School. 

Knox,  Grace  Marie, Essex. 

Knox,  Homer  Addison, Essex. 

Kraus,  Emma  Elizabeth, Hays. 

Kuhn,  John  M., Walker. 

Kutina,  Nellie  Mary, Ellis. 

Lasure,  Nettie  Frances, Russell. 

Lippert,  Mattie  Maye, Bison. 

Luckinville,  Jennie, Damar. 

McBurney,  Margery  Claire, Bison. 

McCloud,  Lillian, Dighton. 

McClure,  Bessie, Ellis. 

McGuire,  Willie, Hays. 

McVey,  Alpha, Togo. 

McVey,  Henry  Herbert, Togo. 

McVey,  James  Oliver, Togo. 

McVey,  Marguerite, Togo. 

McVey,  Nellie  Frances, Togo. 

McVey,  Ruth  Fay, Togo. 

Marsh,  Carrie  Alice, Bunkerhill. 

Marsh,  Minnie  Ida, Bunkerhill. 

Mather,  Lena  Pearl, Grinnell. 

Matthew,  Grace, Webster. 

Meier,  Andrea  Margaret, Hays. 

Meier,  Elizabeth, Hays. 

Mendenhall,  Bessie, Turkville. 

Mendenhall,  Elwood  F., Turkville. 

Mendenhall,  Orville  Leslie, Turkville. 

Meyer,  Henrietta  Dorinda, Hays. 

Miles,  Effie  May, Walker. 

Miller,  John  Oliver, Natoma. 

Miller,  Scholastica  Agnes, Hays. 

Miller,  Sherman, Natoma. 

Miller,  Thomas  Chester, Natoma. 

Mills,  Blanche  Louise, Gorham. 

Mills,  Mary  Zeta, Gorham. 

Milton,  Lily  Bell, Dorrance. 

Moore,  Lily  Ida, Hays. 

Morgan,  Altena, Hays. 

Morgan,  Clinton  Hawthorne, Winona. 

Morgan,  Gae  Evelyn, Winona. 

Morgan,  Myrtle  Bennetta, Hays. 

Morton,  Charlotte, Ellsworth. 

Mulroy,  Mary  Agnes, Hays. 

Nickles,  Lila  Gaynell, Hays. 

Noland,  Grace  E., Moreland. 

Olsen,  Anna  Cathrina, Hays. 

Olmstead,  Mabel  Frances, '.  Togo. 

O'Neil,  Minnie  Grey, Ellis. 

Oshant,  Frederick, Hays. 

Palmer,  Myrtle  May, Hays. 

Palmer,  William  Edward, Hays. 

Parker,  Robert  I., Lincoln. 

Paul,  Peter, Victoria. 

Paul,  Vera  Lea, Hays. 

Peterson,  Emma, Hill  City. 

Pierce,  Edith  Irma Hays. 

Pierce,  Edwin  William, Chaffee. 

Pierce,  Ethel  Helena Hays. 

Polcyn,  Anna  Irene Gorham. 

Price,  Harry  Alvin, Russell. 

Purvis,  Roy  L., Stockton. 

Quint,  Florence  Emma, Hill  City. 

Quint,  Anna  Mabel, Hill  City. 


Fifth  Annual  Catalogue,  1L 

Raumaker,  John  Ralph S  ockton. 

Rea,  Margaret, II  iys. 

Reed,  Anna  Gertrude, Hays. 

Reed,  Fre  I  II Turkville. 

Reed,  Thomas, Hays. 

Ringe,  Anna  Hermie  Lulu Hays. 

Ritter,  Jennie  Magdalene Selden. 

Rob,  Carrie, Osborne. 

Rob,  Edgar  M., Osborne. 

Roberts,  Clara  Maud, Phillipsburg. 

Roth,  Euphrosina, Hays. 

Rowlison,  Ethel  Aletha, Hays. 

Rowlison,  Mabel  Allefretta, Hays. 

Runyon,  Laura  Edith, Hays. 

Ryan,  Mary  Alice  Gertrude, Hays. 

Samuels,  Maude  Elizabeth, Ellis. 

Saum,  Frances  Truth, Stockton. 

Schmidt,  Stephen, Liebenthal. 

Scott,  Edna  Mabel, Gradan. 

Scott,  Frank  Ellsworth, Hays. 

Shelton,  Alpha, Hays. 

Shepard,  George  Harrison, Plainville. 

Shirk,  Benjamin  Franklin, Lincoln. 

Sites,  Sanford, Hays. 

Smith,  Bessie  Belle, Ellsworth. 

Smith,  Mary  Mazella, Natoma. 

Soukup,  Eleanor  R., Kanopolis. 

Stech,  Olive  Mary, Grinnell. 

Steele,  Dennis  L., Ness  City. 

Stewart,  Laura  Viola, Beeler. 

Sullivan,  Wallace, Thompsonville,  III. 

Sullivan,  Ward  Will, Hays. 

Sutton,  Anna  Belle, Hays. 

Sweat.  Lucy  Katherine, Cedar. 

Swires,  Amy  Leala, Hays. 

Teel,  Mary  lea, Lucerne. 

Underhill,  Jessie  Hamilton, Ellis. 

Unrein,  Antony, Hays. 

Vermilion,  Myrtle  Frances, ■     .  Ransom. 

Vermilion,  Rosa  Florence, Ransom. 

Waggoner,  Oscar  Earl, Moreland. 

Wagner,  Caroline, Hays. 

Wagner,  Katherine  Bertha, Hays. 

Wallace,  Murray  Morton, Hays. 

Ward,  Lincoln  A., Hays. 

Ward,  Walter  W., Hays. 

Weigel,  Joseph  J., Victoria. 

Weigel,  Valentine  Albert, Victoria. 

Westbrook,  Olive  Iola, Hays. 

Williams,  Anna  Belle, Grinnell. 

Wilson,  Pansy, Hoxie. 

Winters,  Katherin  Josephine, Moreland. 

Young,  Hilda  Sophia, Hays. 

Zeigler,  Lida  May, Codell. 

Zimmermann,  Claude  A., Paradise. 


]2 


Western  State  Normal  School. 


Counties  Represented. 

The  following  20  counties  were  represented  during  the  past  year : 


Atchison    1 

Ellis 128 

Ellsworth 6 

Finney   5 

Gove 5 

Graham    23 


Lane 

Lincoln 

Logan     . 

Mitchell 

Ness    . .  . 

Osborne 

Phillips 


1 
2 
6 
l 
7 
10 
2 


Rooks 26 


Rush 
Russell 
Sheridan 
Smith   .. 
Thomas 
Trego    . . 


Out  of  the  state 

Illinois     

Texas   


Total 


286 


TWILIGHT  PICNIC"   DELL. 


WESTERN  STATE  NORMAL  SCHOOL 


COURSE    OF    STUDY. 


FIRST  YEAR. 


First  Term. 

Arithmetic 20  weeks. 

English 20 

Elocution 10 

Political  Geography  10 

*  Elocution 10 

*  Physical  Geography 10 


Second  Term. 

Algebra 20  weeks. 

Botany 20       " 

General  History 20      " 


*  Bookk'pg  &  Penmanship,  20 


For  these,  Latin,  German,  shorthand  or  typewriting  may  substitue. 


SECOND  YEAR. 


Fourth  Term. 

Physics 20  weeks. 

Geometry 20      4< 

American  History 10      " 

Teaching 10 

*  Industrial  Art 20      " 

*  For  these,  substitute  as  in  first  year,  with  addition  of  advanced  bookkeeping,  advanced 
commercial  work. 


Third  Term. 

Drawing 20  weeks. 

Rhetoric 20 

Music 10 

Psychology 10 

Oratory 10 

Music 10 


THIRD  YEAR. 


Fifth  Term. 

Methods 10  weeks. 

History  of  Education  — 10  " 

American  History 10  " 

Civics 10  " 

English  Literature 20  " 

Chemistry 20  " 


Sixth  Term. 

School  Management 10  weeks. 

Teaching 10 

General  History 10 

Oratory 10 

Physiology 20 

*  Algebra 10 

*  Music 10 


For  these,  Latin,  German  or  advanced  commercial  work  may  substitute. 


Fourth  Year  Subjects  Offered. 
Teaching,  10  weeks ;  Physical  Geography  or  Surveying,  10  weeks ;    Elo- 
cution or  Trigonometry,  10  weeks ;  Zoology,  20  weeks ;  Geology,  20  weeks ; 
History  of  Education,  10  weeks. 

September  2,  1907.— The  above  course  conforms  to  the  revised  course 
in  future  to  be  offered  at  Emporia. 

N.  B.  —  While  twenty  weeks  or  any  multiple  thereof  of  substitute  sub- 
jects above  given  will  be  accepted  toward  the  two-  or  three-year  diploma, 
for  the  life  certificate,  substitutions  can  only  be  as  follows :  40  weeks  of 
shorthand  or  40  weeks  of  typewriting,  or  both ;  80  or  120  weeks  of  German ; 
80  or  120  weeks  of  Latin.  406 


Fifth  Annual  Catalotjuc 


13 


Course  of  Study. 


Students  completing  the  first  two  years  of  this  course  receive  a  one-year  state 
certificate.  Those  completing  the  first  three  years  receive  a  three-year  state  cer- 
tificate. 

Two  years  of  Latin  or  German  may  be  substituted  in  first  two  years.  Subjects 
in  italics  are  those  for  which  such  substitutions  may  be  made  in  whole  or  In  part. 

A  star  signifies  half-term  subjects. 


FIRST  YEAR. 


I. 

Arithmetic. 

Drawing. 

Elocution. 

Geography,  Phys.  and  Polit. 

Declamation. 


Algebra. 
Botany. 
English. 

General  History. 
Orthography. 


II. 


SECOND  YEAR. 


III. 


Bookkeeping  and  Penmanship.* 
Rhetoric. 

School  Management.  * 
Parliamentary  Law,  American  His- 
tory and  Constitution. 
Vocal  Music* 
Psychology.* 
Orthoepy. 


IV. 


Geometry. 

Literature. 

Physics. 

Physiology.* 

Teaching.* 

Essay. 

Methods,  Common  Subjects. 


Algebra.* 

Latin. 

Methods.* 

German. 

Zoology. 

Etymology. 


THIRD  YEAR. 

VI. 

Latin. 

Teaching.* 

Trigonometry.* 

German. 

History  of  Education.* 

School  Law.* 

Oration. 


FOURTH  YEAR. 

<Any  of  these  subjects  may  be  substituted  for  Latin  and  German  of  the  third  year.) 


VII. 

Oratory. 

Vocal  Music* 

Physiology.* 

Typewriting. 

Shorthand. 

Commercial  Work. 


VIII. 

Chemistry. 
Geology. 
Typewriting. 
Shorthand. 
Commercial  Work. 


14 


Western  State  Normal  School. 


TTrrt^^^ 

)Vv             .           ■•: 

II       1   1}  '" 

PRESENT  GROUP  OF  BUILDINGS. 


THE   GYMNASIUM. 


Fifth  Annual  Catalogue,  15 


Admission  and  Credits. 

Before  admission  to  the  Normal  Department,  candidates,  in  accordance 
With  the  law,  are  required  to  subscribe  to  the  following  declaration  and 

agreement: 

"I  hereby  declare  thai  my  purpose  in  entering  the  State  Normal  School  la  to  in 
nyself  to  teach  iii  the  schools  <>i"  Kansas,  and  I  solemnly  agree,  after  Leaving  the 
same,  to  report  to  the  Principal  of  the  Faculty,  semiannually,  Cor  three  years,  my 
Location  and  occupation." 

Written  examinations  on  arithmetic,  reading,  geography,  grammar, 
history,  physiology,  writing  and  spelling  are  given  to  candidates  for  ad- 
mission, unless  they  are  able  to  present  credentials  showing  work  as 
thorough  and  comprehensive  in  each  of  these  subjects  as  is  indicated  by  a 
second-grade  certificate.  Grades  for  such  admission  or  for  advanced 
standing,  if  not  on  teachers'  certificates,  should  be  presented  from  schools 
attended,  and  such  grades  should  be  accompanied  by  the  statement  of 
texts  and  time  in  which  they  were  made.  Blanks  for  putting  these  grades 
in  the  desired  form  will  be  furnished  on  application.  Besides  the  sub- 
jects named  above  for  admission  to  the  Normal  Department,  the  other 
subjects  of  a  first-grade  certificate,  except  theory  and  art  of  teaching, 
must,  unless  some  proficiency  has  been  attained,  be  taken  in  special  classes 
before  beginning  them  in  the  Normal  Department. 

Students  who  are  able  to  show  from  work  done  elsewhere  that  they  are 
unquestionably  strong  in  the  academic  work  of  arithmetic,  elocution,  geo- 
graphy, grammar,  and  American  history  and  constitution,  or  in  any  of 
them,  will  be  allowed  to  take  one  hour  per  week  of  methods  for  twenty 
weeks,  in  the  afternoon,  on  each  of  the  subjects  in  which  such  strength 
is  shown,  and  academic  proficiency  will  be  included  in  making  a  grade  on 
this  work.  The  grade  made  in  each  such  methods  class  will  stand  for  the 
grade  for  the  subject. 

Subjects  in  the  Normal  course  will  be  credited  in  whole  or  in  part  for 
students  who  show  good  work  done  in  them  in  high  schools,  academies, 
and  colleges. 

Certificates  and  Diplomas. 

The  law  establishing  the  school  provides  that  "Any  person  of  good 
moral  character,  over  sixteen  years  of  age,  having  been  in  actual  attend- 
ance at  least  twenty  weeks  at  the  above-named  School,  and  having  com- 
pleted the  course  of  study  prescribed  by  the  said  Board  of  Regents,  shall 
be  awarded  a  certificate,  which  shall  be  a  legal  certificate  .to  teach  in  any 
of  the  public  schools  of  the  state,  except  high  schools,  and  good  for  one 
year." 

By  law  of  March  15,  1905,  it  is  provided  that  "The  Board  of  Regents 
.  .  .  shall  fix,  in  addition  to  the  two  years'  course  as  now  provided  by 
law,  a  course  of  not  less  than  three  years  in  the  Normal  Department  for 
each  of  the  auxiliary  schools,  in  such  manner  as  may  seem  to  them  eco- 
nomical and  effective  in  the  training  of  teachers;  and  .  .  ,  shall  on 
the  completion  of  the  three  years'  course  in  the  State  Normal  School  or 
its  auxiliaries  issue  a  diploma,  which  shall  be  a  three-year  certificate, 
valid  for  teaching  in  the  public  schools  of  the  state." 

Students  finishing  their  work  during  the  year  before  commencement 
may  have  their  diplomas  dated  when  the  work  is  completed,  but  not  de- 
livered until  the  next  commencement,  when  all  the  class  are  expected  to 
be  present  and  share  in  the  responsibilities,  honors  and  pleasures  of  com- 
mencement week. 


16  Western  State  Normal  School. 

Exchange  of  Credits. 

Grades  on  work  done  and  credits  given  in  the  Branch  Normal  School 
will  be  accepted  in  the  main  institution,  and  vice  versa,  but  no  student  | 
having  failed  in  a  study  in  one  school  will  be  allowed,  without  special  per- 1 
mission,  to  transfer  to  the  other  before  he  has  made  up  the  failure  in  the 
school  where  it  occurred. 


Final  examinations  outside  of  class,  and  entrance  examinations,  must! 
be  taken  at  the  time  offered  in  the  calendar,  page  3,  or  a  fee  of  one  dol- 
lar will  be  charged  for  taking  examination  on  Monday  or  Tuesday  any 
time  during  the  current  ten  weeks. 

No  fees  are  charged  students  regular  in  their  work  in  the  Normal  De- 
partment. 

Special  students  are  charged  five  dollars  per  half-term,  or  two  dollars 
per  subject,  if  less  than  three  subjects  are  taken. 

All  students  whose  residence  it  outside  the  state  immediately  preceding 
the  time  of  entrance  are  charged  five  dollars  extra  per  half-term,  with  the 
usual  charges  for  taking  subjects  irregularly  and  for  taking  subjects  in 
special  classes. 

No  fees  will  be  refunded  except  in  case  of  protracted  sickness;  but  in 
case  of  absence  from  other  causes,  the  Principal  may,  at  his  discretion, 
credit  unused  balance  on  a  future  term. 

Examinations. 

A  fee  of  one  dollar  is  charged  for  all  special  examinations,  and  this 
rate  is  applied  to  all  examinations  except  those  taken  on  the  days  an- 
nounced in  the  calendar  as  free  days.  Such  examinations  are  given  on 
Monday  or  Tuesday  of  any  week,  and  the  payment  of  the  fee  once  pays 
for  any  examination  desired  during  the  current  ten  weeks,  except  that 
candidates  for  graduation  cannot  take  examination,  unless  finals  in  class, 
after  the  first  week  in  the  fourth  ten  weeks  of  the  year.  Candidates  foi 
advanced  standing  will  be  subject  to  the  same  conditions. 


Fifth   Annual  Catalogue.  17 


Miscellaneous. 


Discipline. 

SO  MANY  of  our  pupils  have  already  had  some  experience  in  practical 
life,  that  they  become  valuable  aids  in  developing  a  healthy  school 
sentiment.  This  renders  few  restraints  necessary.  Still,  every  effort  of 
the  Faculty  is  given  towards  making  the  pupils  self-reliant,  self-controlled 
men  and  women;  and  those  whose  best  endeavor  is  not  in  accord  with  this 
purpose  are  summarily,  dismissed  from  the  School. 

Admittance  and  Credits  from   High  Schools. 

The  Principal  of  the  Faculty  will  take  pleasure  in  corresponding  with 
school  principals  and  superintendents  who  may  desire  to  make  such  ar- 
rangements as  may  be  necessary  in  order  that  their  high-school  diplomas 
may  admit  candidates  to  the  Normal  Department  of  the  School  without 
examination,  or  who  may  contemplate  adopting  a  course  of  study  which 
would  give  graduates  advanced  standing. 

Students  v/ill  not  be  excused  from  their  classes  to  go  home  before  the 
regular  recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a 
student  can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order 
to  retain  their  places  in  school.  One  who  does  not  carry  as  many  as  two 
studies,  or  who  habitually  fails  in  studies  taken,  is  required  to  show  the 
Principal  cause  why  he  should  not  be  dismissed. 

Advice. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  pres- 
ent at  the  opening  of  the  session.  The  student  who  is  behindhand  then 
rarely  makes  us  what  he  has  lost,  and  will  feel  a  constantly  increasing 
embarrassment  throughout  the  entire  term.  The  habit  which  is  thus  in- 
dulged indicates  a  lack  of  fitness  for  the  profession  of  teaching.  Those 
students  whose  standing  is  to  be  determined  by  examination  should  be 
present  on  the  days  appointed;  otherwise,  they  will  subject  themselves  to 
the  inconvenience  and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  in- 
formation that  it  does  not  supply. 

Summer  School. 

A  Summer  School  of  nine  weeks  is  now  a  regular  term  in  the  school 
year.  The  next  session  will  open  June  8,  1908,  and  the  fee  will  be  fifty 
cents  per  week. 

Points  to  be  Noted. 

The  Western  State  Normal  School  is  located  at  Hays,  on  the  Union 
Pacific  railway,  on  a  part  of  the  Fort  Hays  reservation  contiguous  to  the 
town. 


18 


Western  State  Normal  School. 


Fifth  Annual  Catalogue.  19 

Land.-  The  institution  owns  over  4000  acres  of  land,  with  over  two 
miles  of  fine  timber  along  Hig  creek,  the  water  of  which,  held  by  a  good 
dam,  affords  a  magnificent  opportunity  for  boating,  fishing,  and  skating, 

in  season. 

Buildings. — The  main  building  is  a  handsome,  substantial  building  of 
stone,  equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water- 
closets,  shower-baths,  and  other  modern  conveniences.  In  1907-'08  the 
sum  of  $40,000  is  to  be  spent  for  additions  to  this  building,  making  it, 
when  completed,  one  of  the  best  State  Normal  buildings  in  Kansas. 

The  handsome  gymnasium-auditorium  building,  shown  on  page  14  of 
this  catalogue,  was  completed  in  May,  1906.  Thoroughly  modern  and  well 
equipped,  it  is  one  of  the  finest  gymnasia  now  in  use  at  any  of  the  state 
educational  institutions. 

A  new  boiler-house  for  heating  plant  completes  list  of  buildings  on 
campus.  Janitor's  residence  and  emergency  hospital  are  just  south  of 
campus,  across  creek. 

Entrance  Requirements. — Graduates  of  high  schools  and  holders  of 
professional,  first-grade  or  second-grade  county  certificates  enter  Normal 
Department  without  examination.  Others  may  enter  Normal  Department 
upon  passing  a  successful  entrance  examination  (average  grade  of  eighty 
per  cent,  required)  upon  arithmetic,  reading,  geography,  grammar,  United 
States  history,  physiology,  writing,  and  spelling. 

Special  Classes. — These  classes  prepare  for  entrance  to  the  Normal 
Department  and  fit  teachers  for  examination  for  second  and  higher  grades 
of  county  certificates.  Holders  of  third-grade  certificates  and  graduates 
of  district  schools  enter  these  classes  without  examination. 

Courses. — Two  courses  are  provided — a  two-year  course  and  a  three- 
year  course  (which  includes  work  of  two-year  course) . 

State  Certificates. — Each  of  foregoing  courses  leads  to  a  diploma; 
that  of  shorter  course  being  a  one-year  state  certificate,  the  other  a  three- 
year  state  certificate.  The  completion  of  the  three  years  of  work  means, 
therefore,  four  years  of  state  license  to  teach. 

Tuition. — No  tuition  is  charged  in  Normal  Department.  Special 
classes  call  for  fee  of  fifty  cents  per  week  when  three  or  more  subjects 
are  taken. 

Board  and  Rooms. — Good  table  board  can  be  had  for  $2.50  per  week, 
with  lodging  at  fifty  cents  per  week — accommodations  in  private  families. 
Living  expenses  may  be  reduced  below  these  figures  by  self -boarding. 

Examinations  for  County  Certificates. — Under  a  state  law,  examina- 
tions for  all  grades  of  county  certificates  are  offered  at  the  School ;  papers 
made  in  such  examinations  are  to  be  sent  to  county  of  student's  selection, 
there  to  be  passed  upon  by  county  board  of  examiners,  and  to  receive 
credit  as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered. — An  enthusiastic  Faculty,  a  fine  li- 
brary, a  well-equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic 
association,  a  helpful  lecture  course,  a  Summer  School  with  regular  Fac- 
ulty in  charge,  for  nine  weeks,  at  a  fee  of  four  dollars  and  fifty  cents,  an 
eighty-acre  campus,  with  finest  natural  athletic  park  in  the  state,  and  a 
student  body  unsurpassed  for  energy  and  devotion  to  work. 


20  Western  State  Normal  School. 

History  of  the  School. 

Following  is  a  sketch  from  the  Fifteenth  Biennial  Report  of  the  State 
Superintendent  of  Public  Instruction: 

"The  portion  of  land  set  apart  by  the  state  for  the  use  of  the  School, 
under  act  of  Congress  of  March,  1900,  includes  a  total  of  4055  acres,  most 
of  it  excellent  farming  land.  The  average  value  of  the  land  is  not  less 
than  twenty-five  dollars  per  acre;  a  fine  endowment  for  a  young  school. 
The  provisions  of  the  act  of  Congress  prevent  the  alienation  of  any  of  the 
land  by  the  state,  so  that  the  endowment  is  perpetual. 

"School  opened  in  some  of  the  buildings  of  old  Fort  Hays  for  a  summer 
term  June  23,  1902.  Since  then  work  has  continued  with  no  cessation,  ex- 
cept the  short  summer  vacation  in  August  of  each  year.  Five  terms  of 
ten  weeks  each  constitute  a  full  year's  session.  Commencing  with  a  two 
years'  course,  offering  a  total  of  320  weeks'  work,  and  a  Faculty  of  two 
resident  regular  members,  the  institution  has  progressed  until  now  890 
weeks'  work  are  offered,  and  a  resident  Faculty  of  ten  are  in  charge. 
Exactly  three  times  as  many  students  are  enrolled  for  the  present  term 
as  were  enrolled  for  the  corresponding  term  four  years  ago.  Last  year's 
total  enrolment  reached  the  unexpected  figure  of  201,  and  the  present  in- 
dications are  that  the  250  mark  will  easily  be  passed  before  the  end  of 
the  current  year. 

"Of  the  25  graduates,  12  are  teaching,  1  is  principal  of  a  county  high 
school,  1  is  a  county  superintendent,  6  are  doing  postgraduate  work  in  this 
institution,  and  3  are  enrolled  in  universities.  Thus  are  the  purposes  for 
which  the  school  was  established  conserved.  A  well-appointed  model  school, 
now  in  successful  operation,  insures  better  preparation  of  our  students 
for  teaching  than  has  been  possible  heretofore. 

"The  first  building  used  for  classrooms  and  assembly  purposes  was  the 
hospital  building  of  Fort  Hays.  The  old  stone  guard-house  was  utilized 
at  the  same  time  as  a  gymnasium.  In  these  limited  and  unsuitable  quar- 
ters, on  a  site  remote  from  town,  school  was  maintained  for  two  years. 
At  the  opening  of  the  fall  term  of  1904  came  the  removal  to  a  handsome 
and  modern  building  erected  by  the  state  on  a  site  near  Hays  at  a  cost  of 
$20,000.  The  old  hospital  building  was  loaded  on  trucks  and  hauled  to 
the  new  site,  part  of  it  to  serve  a  temporary  use  as  a  gymnasium  and  the 
rest  to  build  a  janitor's  residence.  The  legislature  of  1905  appropriated 
$15,000  for  a  new  gymnasium.  Completed  the  1st  of  April,  1906,  this  is 
at  this  date  the  best  gymnasium  building  in  use  at  any  of  the  state  educa- 
tional institutions. 

"The  situation  selected  for  the  school  is  such  that  fine  facilities  for  out- 
door sports  are  afforded.  Eighty  acres  are  set  aside  for  a  campus,  por- 
tions of  which  give  ideal  grounds  for  running  track,  golf,  baseball,  basket- 
ball, football,  and  tennis.  The  campus  is  skirted  on  the  south  and  west  by 
a  fine  grove  of  timber  lining  both  sides  of  a  body  of  water  some  two  miles 
in  length,  upon  which  boating  and  skating  are  excellent  in  their  respective 
seasons.  This  stretch  of  water  results  from  the  damming  of  a  never- 
failing  stream  of  clear  water  which  crosses  the  Fort  Hays  reservation. 
Good  steel  rowboats  are  among  the  athletic  properties  of  the  School. 

"Ministering  as  the  Western  Normal  does  to  the  higher  educational 
needs  of  the  western  three-fourths  of  Kansas,  there  can  be  little  doubt  as 
to  the  future  growth  and  prosperity  of  the  young  institution.  It  has 
already,  though  but  a  trifle  over  four  years  old,  secured  for  itself  a  strong 
place  in  the  esteem  and  affection  of  the  people  of  western  Kansas." 


Fifth  Annual  Catalogue,  21 


Outline  of  Instruction. 


Normal  Classes. 

rp^HE  following  brief  outline  of  the  work  done  in  the  different  branches 
J.  included  in  the  course  of  study  will  give  a  fair  idea  of  the  standard 
maintained;  students  recite  daily  in  each  subject,  and  are  supposed  to 
spend  approximately  two  hours  per  day  in  the  preparation  of  the  lesson 
assigned : 

Algebra  II. — Double  term.  A  term's  previous  preparation  required. 
The  work  extends  through  simultaneous  quadratic  equations.  It  is  the 
intention  to  give  the  work  in  such  a  manner  as  to  impart  power  in  origi- 
nal investigation,  mastery  of  methods  of  teaching  the  subject,  ability  to 
talk  and  chalk  at  the  same  time,  and  ability  to  demonstrate  formally  and 
rigidly  all  principles.  A  short  review  of  the  principles  and  methods  of 
the  previous  term's  work  will  be  included  in  this  double  term. 

Algebra  V. — One  term.  Covers  the  work  of  indeterminate  equations, 
ratio  and  proportion,  variation,  arithmetical  and  geometrical  progression, 
logarithms,  and  compound  interest. 

Arithmetic. — Double  term.  Expertness  in  addition,  subtraction,  multi- 
plication, division,  and  the  solution  of  problems ;"  mastery  of  many  sub- 
jects found  only  in  advanced  arithmetics;  ability  to  prove  every  principle 
in  the  science ;  mastery  of  the  method  of  presentation  and  explanations  to 
beginners — our  most  important  work. 

Bookkeeping  and  Penmanship. — One  term.  The  subjects  of  book- 
keeping and  penmanship,  being  so  closely  related,  are  taken  as  a  single 
subject  in  a  class  of  methods.  No  particular  text-books  are  used,  al- 
though the  texts  adopted  by  the  state  receive  first  consideration.  The 
work  is  pursued  with  special  reference  to  the  methods  of  teaching  the 
subjects  that  will  insure  the  best  results  in  the  classroom.  In  bookkeeping 
a  more  thorough  and  extended  familiarity  with  the  science  of  accounts  is 
secured.  In  penmanship,  as  an  art  of  form,  due  attention  is  given  to  the 
style  of  letters  best  suited  to  the  needs  of  the  pupil.  As  an  art  of  ex- 
pressing thought,  much  time  is  devoted  to  methods-  of  securing  desired 
results  through  correlation,  as  well  as  by  the  practice  of  writing,  as  a  dis- 
tinct branch  of  education.  The  application  of  writing  to  bookkeeping, 
grammar,  correspondence  and  other  subjects  is  fully  considered,  and  the 
student  is  made  familiar  with  the  theories  regarding  position  and  move- 
ment. 

Botany. — Double  term.  (1)  Morphology  of  the  spermaphytes  (phan- 
erogams) and  sporophytes  (cryptogams).  (2)  Physiology  and  histology 
of  plants. 

The  course  in  botany  may  be  completed  in  twenty  weeks — the  mor- 
phology of  the  spermaphytes  and  sporophytes,  ten  weeks;  and  the  physi- 
ology and  histology  of  plants,  ten  weeks.  As  the  morphology  of  plants 
cannot  well  be  studied  during  the  winter  months,  this  division  of  the  sub- 
ject is  pursued  during  the  first  (June,  July,  and  a  part  of  August),  sec- 
ond (September,  October,  and  a  part  of  November)  and  fifth  (April  and 
May)   ten  weeks  of  the  school  year.     The  physiology  and  histology  of 


22  Western  State  Normal  School. 

plants  may  be  taken  during  any  one  of  the  five  ten  weeks  of  the  year. 
The  recitations  in  morphology  of  spermaphytes  and  in  physiology  of 
plants  continue  forty  minutes  each  daily,  and  the  laboratory  periods  in 
morphology  of  sporophytes  and  in  histology  of  plants  are  forty  minutes 
daily,  or  ninety  minutes  two  times  each  week,  but  no  preparation  for  the 
laboratory  is  required  outside  of  the  laboratory  hour. 

In  the  study  of  the  morphology  of  the  spermaphytes,  the  pupils  are  re- . 
quired  to  make  between  eighty  and  ninety  judgments  in  regard  to  as 
many  characteristics  possessed  by  each  of  forty  or  fifty  plants.  These 
judgments  are  expressed  in  writing  .before  the  recitation,  by  descriptive 
terms  written  in  the  schedules  of  Wooster's  Plant  Record,  and  are  veri- 
fied by  the  class  during  the  recitations. 

The  knowledge  of  the  plants  thus  obtained  by  observation,  by  the  ex- 
pression of  judgments  and  by  the  criticism  of  these  judgments  is  still  fur- 
ther tested  and  corrected  by  requiring  the  pupils  during  the  class  hours  to 
affirm  or  deny  the  truthfulness  of  the  statements  made  in  the  several  keys 
of  Gray's  Field,  Forest  and  Garden  Botany,  in  so  far  as  they  apply  to  the 
plant  in  hand. 

Before  beginning  this  work  of  plant  description  and  classification,  each 
pupil  illustrates  by  appropriate  drawings  enough  of  the  terms  of  the  glos- 
sary of  Wooster's  Plant  Record  to  give  him  an  introductory  acquaintance 
with  the  glossary.  This  acquaintance  is  deepened  by  using  the  terms  in 
plant  description  and  by  reproducing  the  drawings  from  dictation. 

The  morphology  of  the  sporophytes  is  studied  in  the  botanical  labora- 
tory by  making  water  mounts  of  typical  forms  and  examining  them  with 
the  compound  microscope.  Drawings  are  made  of  what  is  seen,  and  the 
characteristics  and  relationships  of  the  plant  are  learned  by  the  pupils 
from  notes  given  by  the  teacher  during  the  laboratory  hour. 

The  elements  of  physiology  of  plants  are  learned  by  performing  the 
forty  experiments  described  in  Bergen's  Foundations  of  Botany;  also  from 
the  personal  experience  of  the  members  of  the  class  and  from  department 
reference  books.  These  studies  are  made  in  accordance  with  an  outline  of 
the  subject  given  with  references  in  Wooster's  Plant  Record. 

The  histology  of  plants  is  studied  with  compound  microscopes  in  the 
laboratory  and  from  enlarged  photographs  of  tissues,  the  course  running 
strictly  parallel  with  the  work  in  physiological  botany  and  fully  supple- 
menting it. 

The  study  of  morphology  and  physiology  of  plants  is  given  a  richer 
content  by  directing  it  towards  and  into  ecology  of  plants. 

The  chief  object  of  this  course  in  botany  is  not  to  make  finished  botan- 
ists, but  living,  growing  botanists. 

The  second  object  is  the  acquisition  of  a  more  exact  and  methodical 
habit  of  observation  of  common  plants. 

The  third  object,  toward  which  pupils  are  required  to  direct  their 
efforts,  is  the  attainment  of  the  power  of  forming  valid  conclusions  about 
what  they  have  seen,  felt,  or  heard.  Most  students  in  secondary  schools 
and  colleges  are  weak  in  the  ability  to  form  judgments  about  what  their 
senses  report,  for  most  school  studies  give  them  small  occasion  to  use 
their  powers  in  this  direction. 

The  fourth  object  to  be  gained  in  the  study  of  botany  is  the  acquisi- 
tion of  such  knowledge  of  plants  and  the  development  of  such  love  for  the 
subject  that  our  students  may  teach  botany  successfully  in  the  elementary 
and  secondary  schools  of  the  state. 

Chemistry  IV. — Double  term.  This  course  includes  a  study  of  general 
chemistry,  with  Remsen's  Introduction  as  the  text-book.     Many  general 


Fifth  Annual  Catalogue, 


23 


experiments  are  conducted  and  studied  before  the  class,  and  t,h<.  whole  of 
the  study  is  accompanied  by  work  in  the  Laboratory.    As  far  as  possible, 
students  illustrate  laws  and   principles  of  science   by   individual    experi 
ments,  and  study  the  properties  of  elements  and  compounds  by   personal 
preparation  and  examination  of  them. 


IN   THE   OFFICE. 


Declamation  and  Elocution. — Double  term.  In  reading  and  speaking 
there  is  a  triple  aim — to  train  speakers  to  appeal  to  the  understanding, 
the  emotions  and  the  will  of  the  audience.  During  the  term,  literature  is 
studied,  read,  or  recited,  to  illustrate  literary  analysis,  sequence  of 
thought,  clearness  of  enunciation,  form  of  emphasis,  word  pictures,  at- 
mosphere, tone-color,  rhythm,  movement,  and  personation.  During  the 
term,  drill  is  given  in  the  formation  of  elementary  sounds. 

Vocal  culture  includes  the  technique  of  the  speaking  voice,  with  exer- 
cises for  placing  tone,  support  of  tone,  smoothness,  flexibility,  volume, 
force,  and  tone-color;  breathing  exercises;  the  anatomy  and  physiology  of 
the  respiratory  and  vocal  organs,  and  the  hygiene  of  the  voice. 

Gesture  includes  relaxing  exercises,  poising  exercises,  principles  of 
gesture,  exercises  for  the  application  of  these  principles,  and  original 
gesture  work.  Recitals  for  criticism  are  given  every  five  weeks.  The 
grades  given  for  these  declamations  count  as  rhetoricals  II. 

Drawing. — Double  term.  This  course  is  intended  to  give  training  for 
teaching  elementary  drawing  in  public  schools.  It  includes  the  elements 
of  scientific  perspective;  the  principles  of  free-hand  perspective;  the  ap- 
plication of  perspective  in  drawing  common  objects  in  outline,  light  and 


24  Western  State  Normal  School. 

shade,  and  color;  elements  of  good  composition;  proportions  and  action 
of  human  figure  expressed  in  silhouette;  a  scientific  study  of  the  prin- 
ciples which  underlie  pictorial  representation;  a  practical  application  of 
these  principles  in  drawing  from  groups  of  still  life  and  from  geometric 
solids;  advanced  work  in  free-hand  drawing  in  charcoal  and  color,  and  in 
design;  drawing  from  the  cast;  landscape  composition  in  two  or  more 
tones;  pencil  and  ink  sketches  of  the  interiors  and  exteriors  of  buildings, 
streets,  trees,  etc. ;  still-life  compositions  in  water-color ;  designs  for  wood- 
carving,  pyrography,  and  iron  casting;  illustrating. 

The  class  makes  a  careful  study  of  the  course  of  drawing  adopted  for 
use  in  the  public  schools  of  the  state. 

English. — Double  term.  In  the  first  ten  weeks  special  attention  is 
given  to  the  development  of  the  science  of  grammar  by  such  steps  as 
teachers  must  take  in  work  of  the  graded  schools;  to  the  study  of  the 
various  idioms,  constructions  and  usages  that  have  proven  sources  of 
difficulty  to  the  inexperienced  teacher;  to  sentential  analysis,  for  the  pur- 
pose of  enabling  the  pupil-teacher  to  study  how  to  broaden  her  pupils' 
conception  of  the  relation  of  thought  and  expression,  and  of  the  logical 
relation  of  sentence  to  sentence,  as  well  as  sentence  to  paragraph.  Fa- 
miliarity with  the  state  text  is  deemed  sufficient  preparation  for  begin- 
ning this  half  of  the  work. 

In  the  second  ten  weeks  the  aim  is  threefold:  A  consciously  system- 
atic use  of  the  grammatical  doctrine  acquired  in  course  1 ;  a  critical  study 
of  one  or  more  classics;  such  practice  in  the  constructive  units  of  com- 
parison as  shall  prepare  the  student  for  formal  work  in  composition  and 
rhetoric. 

This  course  in  English  recognizes  the  fact  that  the  standard  of  our 
language  is  the  usage  of  intelligent  and  educated  people,  and  compre- 
hends both  a  reflective  study  of  the  principles  of  structure,  the  analysis 
of  the  paragraph  and  sentence  as  used  by  the  best  writers  of  this  and 
past  ages;  and  practice  in  constructing  similar  media  for  the  conveyance 
of  the  pupil's  own  thought  and  feeling.  The  results  aimed  at  are  the 
cultivation  of  the  grammatical  instinct,  so  that  the  pupil  shall  easily  and 
accurately  recognize  the  relations  which  words  and  groups  of  words  bear 
to  each  other;  the  acquisition  of  power  to  think  accurately  and  give  ex- 
pression to  his  thought  in  logical  manner;  the  cultivation  of  a  relish  for 
critical  and  careful  study  of  the  constituent  elements  of  good  literature. 
The  first  is  secured  by  a  study  of  grammatical  doctrine  and  its  use  in 
good  literature;  the  second,  by  practice  in  writing;  the  third,  by  a  study 
of  some  English  classics. 

Essay. — The  training  in  essay  includes  work  along  lines  accumulative 
and  creative — the  former  for  the  purpose  of  establishing  habits  of  re- 
search and  acquiring  the  power  to  use  assimilated  knowledge  in  pursuing 
lines  of  independent  thinking;  the  latter  for  the  purpose  of  enabling  the 
student  to  determine  the  measure  of  his  own  power  to  do  original  work. 

Etymology. — Double  term.  First  term:  Students  finishing  two  years 
of  Latin  before  entering  this  subject  may  expect  half  credit  on  etymology. 
Study  of  Latin  and  Greek  prefixes  and  suffixes;  their  meaning  and  use 
applied  in  the  analysis  of  words.  The  study  of  selected  word  lists,  prin- 
cipally words  of  Latin  and  French  origin.  Second  term:  Latin  roots  and 
their  derivatives;  Greek  roots  and  their  derivatives.  The  class  will  select 
from  the  dictionary  lists  derived  from  given  root  forms. 

Geography. — Double  term.  Geography  is  the  meaning  of  the  earth  to 
man.    The  old  definition  of  it  as  a  description  of  the  earth  is  obsolescent, 


Fifth  Annual  Catalogue*  25 

if  not  obsolete.  In  place  of  being  almost  purely  a  memory  study,  geog- 
raphy emphasizes  relativity,  and  so  appeals  to  the  reason.  The  method 
used  in  the  study  of  the  subject  is  a  modified  form  of  what  is  known  in 
the  German  schools  as  the  grouping  method,  the  only  difference  being 
that,  instead  of  classifying  the  facts  of  geography  according  to  their 
identity,  they  are  grouped  incidentally  about  the  underlying  principles  of 
the  subject,  while  the  more  important  places  are  studied  as  types.  There 
is  no  attempt  to  separate  the  subject-matter  of  political  geography  from 
what  is  generally  put  under  physical  geography.  Fact  and  phenomenon 
are  taken  together.  The  cultural  side  of  the  study  of  geography  is  not 
lost  sight  of.  It  includes  the  reading  of  such  authors  as  Reclus,  Nansen, 
Hedin,  Peary,  Borchgrevink,  authoritative  articles  indexed  by  Poole,  pic- 
tures, stereopticon  views,  and  occasional  lectures  on  foreign  countries  by 
people  who  have  visited  them  and  who  are  able  to  bring  to  the  class  per- 
sonal impressions.  The  pedagogical  work  in  geography  is  based  upon 
psychological  values;  the  reading  on  this  phase  of  the  subject  includes 
articles  in  geographical  magazines,  and  the  books  of  such  authors  as 
Ritter,  Guyot,  Parker,  and  Redway;  the  teacher  introduces  object-lessons, 
observational  work,  the  use  of  apparatus,  and  other  phases  of  geography 
teaching  in  the  public  schools.  The  course  of  twenty  weeks  differentiates, 
for  a  part  of  the  time,  so  that  some  sections  of  the  class  each  term  may 
specialize  in  preparation  for  teaching  the  grades,  and  others  may  prepare 
for  the  teaching  of  classes  more  advanced.  The  records  made  for  credits 
will  not  be  affected  by  this  differentiation.  The  classes  for  those  pre- 
paring to  teach  in  the  grades  emphasize  (a)  North  and  South  America, 
with  a  particular  study  of  United  States;  (b)  Afeurasia  and  Australia, 
dwelling  particularly  upon  Europe.  The  other  classes  emphasize  com- 
mercial geography. 

Geology. — Double  term.  The  student  should  have  taken  the  work  of 
the  first  two  years  of  the  normal  course. 

Dynamical  and  structural  geology,  ten  weeks.  In  this  division  of  the 
subject  the  student  uses,  as  a  text,  Le  Conte's  Elements  of  Geology,  re- 
vised by  Fairchild.    Pupils  also  study  common  minerals  in  the  laboratory. 

Historical  geology,  ten  weeks.  Le  Conte's  Elements  and  Wooster's 
Geological  Story  of  Kansas  are  used  as  texts.  The  study  of  minerals  is 
continued. 

Either  half  may  be  taken  during  any  one  of  the  five  ten-weeks  terms; 
but  the  other  half  of  the  subject  should  be  taken  during  either  the  first, 
second  or  fifth  ten-weeks  term,  in  order  that  the  pupils  may  have  some 
experience  in  doing  field-work.  The  pupils  are  required  to  know  thirty 
minerals  and  forty  rocks.  The  laboratory  work  on  minerals  and  rocks 
takes  ninety  minutes  of  one  afternoon  each  week,  without  previous  prepa- 
ration. 

Throughout  the  entire  course  in  geology  the  pupils  are  required  to 
draw  upon  their  own  stores  of  experiences,  observations,  and  rocks  and 
fossils  in  discussing  the  evolution  of  the  earth's  natural  features  and  in- 
habitants, combining  this  material,  in  making  their  conclusions,  with 
what  they  have  gained  from  the  text-book.  The  classes  explore  the  coun- 
try about  Hays  to  make  collections  of  fossils  and  material  for  geological 
sections. 

Few  other  subjects  present  so  much  that  is  fundamental  to  a  right 
understanding  of  one's  environment.  Geology  is  at  the  same  time  an  in- 
troduction to  all  the  sciences,  and  a  subject  which  requires  for  its  full 
understanding  a  knowledge  of  all  the  sciences. 

A  second  object  to  be  gained  by  the  study  of  geology  is  to  give  the  stu- 


26  Western  State  Normal  School. 

dent  such  knowledge  of  the  earth's  surface  that  he  finds  every  landscape 
full  of  meaning  to  him  and  every  natural  feature  full  of  attractive  mate- 
rials for  study. 

A  third  and  very  important  object  which  is  to  be  gained  by  the  study 
of  geology  is  to  prepare  the  students  to  teach  physiography  understand- 
ing^. 

Geometry. — Double  term.  Ability  to  pass  a  thorough  examination  in 
plane  and  solid  geometry;  a  knowledge  of  how  to  investigate  relations  and 
how  to  teach  others  to  attain  the  same  end. 

German. — Eighty  weeks.  First  double  term  covers  a  careful  study  of 
the  pronunciation  phonetically,  a  drill  in  the  rudiments  of  the  grammar, 
the  reading  and  translating  of  useful  sentences,  ability  to  write  from  dic- 
tation, and  to  read  and  translate  the  simplest  German  at  sight.  A  reader 
is  used  in  connection  with  the  grammar,  which  gives  the  student  inciden- 
tally some  knowledge  of  German  life  and  customs,  geography,  history, 
and  literature.  Oral  questions  on  this  reading  are  given  and  answered 
in  German  and  some  poetry  is  memorized.  By  this  method,  the  eye,  ear 
and  vocal  organs  become  trained  in  this  language. 

The  second  double  term  reviews  in  a  general  way  the  work  of  the  first 
term,  adds  some  grammatical  principles,  particularly  the  subjunctive,  and 
emphasizes  the  practice  in  composition.  Either  the  reader  is  continued 
or  some  little  things,  such  as  "Der  zerbrochene  Krug"  and  "Immensee," 
are  read.  The  poems  to  be  memorized  in  this  term  are  "Der  Handschuh," 
"Einkehr,"  "Die  wandelnde  Glocke,"  and  others.  The  student  is  required 
to  memorize  all  corrected  work  in  composition,  in  order  to  increase  his 
vocabulary  and  to  fix  the  idioms  in  his  mind. 

History  and  Constitution,  American. — Twenty  weeks.  This  course 
will  include  a  careful  study  of  both  colonial  and  constitutional  periods. 
The  aim  will  be  to  present  phases  of  institutional  development  rather 
than  to  secure  a  mastery  of  mere  facts.  Laboratory  work  on  the  part  of 
the  student  will  be  an  essential  means  to  this  desired  end.  In  all  lines  the 
work  will  be  formulated  upon  the  basis  of  a  close  study  of  the  constitu- 
tion. Civics  will  embrace  the  following  subjects:  Government  in  general- 
its  origin,  its  forms,  its  relations,  its  methods  of  operation ;  our  own  gov- 
ernment, national  and  state;  the  various  departments,  the  administration, 
the  checks  and  balances,  the  tendencies  and  movements  of  the  day.  His- 
toric evidences  will  find  a  large  place  in  this  field  of  study.  The  prin- 
ciples and  practice  of  parliamentary  law  will  be  connected  with  the  sub- 
ject of  legislative  procedure;  the  discussion  will  cover  material  given  in 
Reed's  Parliamentary  Law. 

If  records  have  been  made  in  all  but  the  parliamentary  law  of  this 
twenty  weeks,  this  fragment  must  be  made  up  for  graduation. 

History,  Education. — One  term.  Study  of  educational  progress  as  a 
phase  of  social  evolution;  pre-Christian  systems,  especially  Greek  and 
Roman,  with  particular  reference  to  their  relation  to  the  development  of 
the  medieval  and  modern  school;  the  transition  from  pagan  to  Christian 
education;  the  conditions  for  the  development  of  modern  education.  Work 
presented  by  topical  outline,  questions,  lectures,  and  copious  library  ref- 
erences, the  aim  being  to  give  a  comprehensive  view  of  the  scope  of  the 
subject,  and  to  furnish  a  general  introduction  to  pedagogic  literature  and 
the  study  of  educational  theory  from  its  historic  aspects. 

History,  General. — Double  term.  The  first  half  deals  with  history  of 
Greece.  The  attempt  is  made  to  trace  the  artistic,  intellectual,  religious, 
social  and  economic  as  well  as  political   development  of  the   Greeks — 


Fifth  Annual  Catalogue. 


27 


familiarizing  the  pupils  with  the  permanent  elements  of  Greek  history. 
The  course  is  given  with  special  reference  to  the  needs  of  teachers  in 
secondary  schools.  The  second  half  deals  with  England  from  the  earliest 
time  to  the  present.  The  purpose  of  this  course  is  to  give  to  the  student 
a  comprehensive  knowledge  of  the  foundational  principles  of  the  English 
state.  The  Celtic,  Roman,  Anglo-Saxon  and  Norman  influences.  The 
reformation  in  England,  the  struggle  between  king  and  parliament,  Eng- 
lish industrial  and  social  progress,  colonial  expansion  and  the  growth  of 
democracy  suggest  the  topics  emphasized.  Each  student  is  required  to 
make  a  report  on  some  topic  suggested  by  the  instructor.  Required  of 
all  students. 


IN  THE  LIBRARY. 


Latin. — Eighty  weeks.  No  preparation  is  required  for  entrance  into 
the  classes  beginning  Latin  other  than  the  general  requirements  for  ad- 
mission into  the  School.  Two  years  of  Latin  are  offered.  A  year  is  one 
hour  per  day  of  class  work  for  forty  weeks. 

The  work  of  the  Latin  department  is  arranged  by  years  as  follows : 

First  Year. — Beginning  Latin,  based  on  Lowe  and  Butler's  Bellum 
Helveticum.  This  covers  as  a  text  for  reading  the  thirty  paragraphs  of 
the  Helvetian  war.  This  implies  thorough  and  systematic  drill  in  all 
Latin  inflections,  the  careful  development  of  points  of  syntax  as  rendered 
necessary  by  the  text,  and  supplementary  drill  in  the  writing  of  Latin 
and  English  sentences  illustrating  the  vocabulary  and  constructions  of 
Caesar.  The  prime  purpose  of  this  year's  work  is  to  secure  the  ready  and 
accurate  recognition  of  forms  and  the  development  of  the  true  meaning 
of  each  connected  Latin  sentence,  in  the  order  in  which  the  words  are 
written,  by  observing  the  significance  of  ^each  variation  in  the  form  of 
inflected  words.  Oral  reading  of  each  Latin  sentence  is  insisted  on  for 
the  formation  of  correct  habits  of  Latin  pronunciation. 

Second  Year. — Caesar's  Gallic  Wars,  seven  books.  The  first  twenty 
weeks  the  class  read  three  to  four  books,  with  supplementary  prose  com- 


28  Western  State  Normal  School 

position  from  Riggs's  In  Latinum,  based  on  Caesar.  The  specific  purpose 
of  this  term's  work  is  to  secure  fluency  and  accuracy  in  connected  read- 
ing, and  the  emphasis  of  the  drill  is  placed  upon  points  of  syntax,  par- 
ticularly all  case  constructions,  the  constructions  of  the  indirect  discourse, 
and  the  various  uses  of  the  subjunctive.  The  ideal  in  preparation  is  to 
let  no  sentence  pass  without  an  exact  appreciation  of  the  syntactical  re- 
lations of  every  word.  The  ideal  in  translation  is  to  render  into  idio- 
matic English  the  Latin  sentence,  and  yet  to  preserve  as  far  as  possible 
the  Latin  order,  and  to  reproduce  the  Latin  construction  wherever  con- 
sistent with  the  English  edition.  Frequent  references  are  given  to  Ben- 
nett's Grammar.  In  the  second  term  of  the  second  year  the  fifth,  sixth 
and  seventh  books  of  the  Gallic  Wars  are  read  rapidly,  much  of  it  at 
sight.  This  work  is  accompanied  by  systematic  study  of  the  grammar 
and  the  grouping  for  classification  and  comparison  of  the  various  gram- 
matic  constructions  in  each  book.  As  the  students  taking  this  course  are 
usually  more  mature  than  the  average  high-school  students,  this  term's 
work  is  accompanied  by  a  presentation  of  Latin  methods,  emphasizing 
the  fine  point  of  approach  to  each  subject  of  drill  on  the  part  of  the 
Latin  teacher.  Attention  is  also  given  to  the  historical  and  geographical 
setting  of  the  commentaries. 

Literature. — Double  term.  This  course  offers  (1)  a  study  of  the 
great  literary  movements,  the  spirit  that  animated  them,  and  the  men 
whom  they  developed;  (2)  a  critical  study  of  some  of  the  great  master- 
pieces. The  first  half  of  the  time  is  devoted  to  men  and  movements  prior 
to  the  middle  of  the  seventeenth  century,  and  to  the  study  of  Shakes- 
peare. 

This  is  primarily  a  study  in  literature  as  a  natural  growth  of  "expe- 
rience, history,  and  aspiration."  It  therefore  finds  its  root  in  the  history 
of  the  development  of  racial  literature  and  has  a  twofold  aim :  To  acquire 
the  power  of  steady  and  permanent  interest  in  the  longer  forms  of  litera- 
ture; to  gain  that  wealth  of  character  and  effective  literary  training 
which  come  from  inducing  the  mind  "to  grip  with  concentrated  attention 
and  with  one  synthesizing  act  of  mastery  the  many  parts  of  a  multiform 
whole  of  imagination,  exposition,  or  argument." 

There  are  two  ways  of  conducting  this  course:  Laying  special  stress 
on  the  dry  details  of  fact  history;  building  up  the  facts  through  the 
study  of  literature  itself.  So  far  as  possible  the  latter  method  is  chosen. 
Chaucer's  Canterbury  Tales  read  with  the  proper  spirit  makes  real 
knighthood  and  its  chivalry,  the  slow  disintegration  of  existing  forms  of 
government  and  society,  that  evolution,  not  revolution,  may  result  there- 
from. Shakespeare,  Spenser  and  Bacon  prove  that  England  needed  her 
150  years  of  academic  training,  etc. 

In  this  course,  dramatic  literature,  the  logical  sequence  of  epic  and 
ballad,  commands  attention.  The  technique  and  content  of  Shakespeare's 
plays  never  fail  to  render  the  thoughtful  more  thoughtful  and  to  sink 
still  deeper  those  convictions  upon  which  all  true  and  lasting  character  is 
builded.  Milton's  versatility  and  themes  help  the  student  to  recognize  the 
universality  of  the  race  and  the  brotherhood  of  man,  even  though  the 
class  work  is  given  to  the  literary  excellences  of  the  poet's  work.  Only 
the  more  significant  periods  of  the  national  life  and  the  literary  types 
produced  receive  attention.  S"ince  the  child  types  the  race,  the  convic- 
tion is  not  unfounded  that  this  method  of  study  equips  the  teacher  to 
meet  the  needs  of  the  children  entrusted  to  her  care. 

Creative  work  goes  hand  in  hand  with  the  appreciative  study.  Papers 
are  carefully  prepared  on  such  themes  as  the  growth  of  the  English 


Fifth  Annual  Catalogue.  29 

Bible,  the  Bible  as  literature,  the  Arthurian  cycle,  the  development  of  the 
novel,  comparative  study  of  men  or  eras  or  masterpieces. 

Methods,  Common  Branches. — The  entire  subject  of  arithmetic  is 
reviewed  with  reference  to  methods  of  teaching.  Especial  emphasis  is 
placed  upon  methods  of  imparting  the  knowledge  of  each  topic  to  pupils 
who  are  taking  the  topic  for  the  first  time. 

The  subject  of  geography  is  presented  for  the  purpose  of  bringing  out 
its  educative  value  and  of  developing  principles  that  should  govern  in  the 
selection  of  matter  and  the  presenting  of  the  same.  The  connection  be- 
tween geography  and  allied  subjects  is  used  to  emphasize  the  importance 
of  geography  as  a  central  study. 

The  work  of  an  entire  course  of  study  is  analyzed  grade  by  grade; 
visits  are  made  to  observe  class  work  in  the  public  schools.  Relief  work 
in  mache,  sand  and  chalk  modeling  is  taught.  The  larger  use  of  maps 
and  globes  is  emphasized. 

From  the  simpler  home  lessons  to  the  study  of  physiographic  processes, 
the  teacher's  point  of  view  obtains. 

The  work  in  English  includes  the  application  of  general  principles  to 
specific  problems,  conferences  regarding  methods  of  presentation  to  de- 
termine their  relative  values,  discussion  of  difficulties  that  arise  in  teach- 
ing this  subject,  pupil  criticism  of  pupils'  plan  of  work,  a  study  of  the 
art  of  questioning,  so  as  to  guide  the  pupil  in  his  efforts  to  correct  wrong 
modes  of  thinking,  and  to  adjust  himself  to  those  that  are  valid. 

Methods,  General. — One  term.  A  text  on  methods  for  all  school  sub- 
jects is  studied  for  recitation.  The  teacher  in  charge  of  general  methods 
supplements  the  text  with  discussion  of  the  latest  and  most-approved 
methods  of  teaching  the  different  subjects,  and  the  special  teachers  of 
those  subjects  also  supplement  their  work  with  lectures  on  methods. 

Music  III. — One  term.  Rote  singing  is  taken  to  let  the  students  find 
their  voices.  Dictation  work  is  given  for  the  purpose  of  learning  scale 
and  key  relationships.  Note-reading  in  different  keys,  and  practice  in 
time-keeping  in  different  kinds  of  measure,  the  application  of  all  the  fore- 
going to  sight-singing,  and  the  applying  of  the  words  of  songs  to  tunes. 

Music  V. — One  term.  A  review  of  the  work  of  the  first  ten  weeks  is 
given,  including  further  development  under  the  various  headings  of  the 
first  term.  Skips  and  intervals  that  are  more  difficult  are  taken  in  the  va- 
rious keys,  the  minor  scales  are  analyzed,  and  the  principles  of  these 
scales  applied  to  exercises  and  songs. 

The  latter  part  of  the  work  deals  more  explicitly  with  methods  of 
teaching  in  the  schools.  The  different  pupils  are  called  upon  to  conduct 
model  recitations  with  the  class,  and  criticisms  are  given. 

Oration. — Double  term;  two  orations.  So  far  as  time  permits,  a 
careful  study  is  made  of  the  personality  of  each  student,  and  the  training 
is  adapted  to  individual  needs.  Frequent  conferences  with  the  instructor 
disclose  the  development  of  the  oration  and  the  further  needs  of  the  stu- 
dent. 

Attention  is  called  to  the  nature  of  oratory,  and  those  peculiarities  of 
structure  and  style  that  distinguish  it  from  other  forms  of  discourse.  In 
the  process  of  the  discourse  there  will  be  conciliation,  instruction,  convic- 
tion, persuasion,  and  these  are  all  employed  in  order  that  the  hearer  may 
be  moved  to  decision  and  to  action.  The  art  should  not  be  an  end  in 
itself. 

The  prospective  speaker  is  urged  to  become  acquainted  with  his  own 
heart  life,  and  to  find  therein  incentives  to  speech;  to  discover  the  extent 


30  Western  State  Normal  School. 

and  content  of  his  own  store  of  observations  and  experiences,  and  from 
this  to  draw  much  of  the  material  for  the  oration.  Originality  is  a  con- 
stituent element  in  all  true  eloquence. 

It  is  necessary  to  keep  in  view  the  audience  to  be  addressed  and  the 
end  sought,  and  to  let  these  determine  choice  of  facts  and  turn  of  phrase. 

For  the  purpose  of  securing  exactness  of  statement,  much  writing 
must  be  done,  but  care  should  be  taken  lest  the  larger  thought  of  to-day 
be  limited  by  the  forms  of  yesterday. 

Emphasis  is  laid  upon  the  following  principles:  Vision — see  clearly; 
vigor — feel  strongly;  sincerity — speak  truly;  force — speak  simply;  in- 
terest— speak  from  yourself.    The  whole  being  must  serve. 

A  substitution  for  one  oration  may  be  the  work  of  extemporaneous 
speaking,  taken  for  twenty  weeks. 

First  ten  weeks:  Lectures  dealing  with  nature  and  various  methods 
of  speech;  advantages  and  disadvantages  of  each  method;  students  en- 
couraged to  talk  informally  on  subjects  self -chosen,  and  preferably  relat- 
ing to  matters  of  personal  observation  and  experience;  simplicity  and  di- 
rectness emphasized;  careful  analysis  and  preparation  and  logical  order 
and  presentation  advised;  students  permitted  to  speak  in  manner  and 
from  place  most  conducive  to  self-possession.  Criticisms  mostly  given 
privately. 

Second  ten  weeks :  Auxiliary  reading  in  works  dealing  with  principles 
of  public  speaking;  debates;  written  outlines  and  briefs;  team  work; 
speaker  must  face  audience;  questions  and  interruptions  permitted;  ani- 
mation and  vigor  emphasized.    Criticisms  in  presence  of  class. 

Oratory. — Double  term.  The  purpose  of  this  course  is  to  familiarize 
students  with  the  lives  and  speeches  of  distinguished  English  and  Ameri- 
can orators;  to  awaken  the  creative  impulse;  to  arouse  a  desire  for  noble 
public  service,  and  to  train  voice  and  body  to  be  responsive  to  thought  and 
feeling. 

Great  orations  are  read  and  outlined  to  note  construction  and  progres- 
sion of  thought.    Later  they  are  studied  for  delivery. 

One  day  each  week  is  devoted  to  extemporaneous  speaking. 

During  this  term  especial  attention  is  given  to  the  expression  of 
thought  and  feeling  through  the  voice,  and  to  the  adaptation  of  the  voice 
to  large  halls. 

Laws  of  gesture  are  reviewed,  and  followed  by  original  work  in  ges- 
ture. Each  student  is  encouraged  to  use  gesture  wherever  the  thought  of 
the  speech  calls  for  it.  The  gestures  must  be  his  own  and  not  copies. 
Spontaneity  is  encouraged. 

Attention  is  given  to  ease  and  dignity  on  the  platform. 

At  the  close  of  the  first  half-term,  memorized  excerpts  from  great  ora- 
tions are  given  by  the  students.  At  the  close  of  the  term  original  ora- 
tions or  extemporaneous  speeches  are  given  by  them. 

Orthography.— Work  taken  from  Reed's  Word  Lessons,  omitting  work 
assumed  to  have  been  done  already  in  the  work  of  the  state  text,  and 
omitting  also  those  portions  of  the  book  which  are  not  strictly  spelling 
drill. 

Physical  Training  for  Pupils. — The  primary  object  of  this  depart- 
ment is  to  develop  the  physical  side  of  young  men  and  women  receiving 
instruction  in  this  institution.  We  believe  that  all  true  education  seeks  to 
develop  the  body  in  harmony  with  the  mind.  A  strong  body  is  necessary 
to  support  a  strong  mind.  The  body  not  only  supports  the  mind,  but 
should  also  be  its  servant.  To  secure  this  end,  systematic  work  in  this 
department  is  necessary. 


Fifth    Annual  CaUdo(jue.  31 

We  are  a  normal  school  and  as  such  we  arc  teaching  our  students  to 
become  teachers  in  the  public  schools  of  the  slate.  To  this  end,  this  de- 
partment seeks  to  qualify  our  students  to  give  intelligent  instruction  in 
physical  training  in  the  schools  where  they  shall  teach  after  leaving  the 
Normal  School. 

All  students  are  required  to  take  work  in  the  department  unless  regu- 
larly excused  on  account  of  physical  infirmities.  A  careful  record  is  kept 
of  attendance. 

The  work  of  the  morning  classes  consists  of  free  gymnastics,  long 
wands,  short  wands,  dumb-bells,  rings,  Indian  clubs,  Swedish  gymnastics, 
and  military  tactics,  using  a  long  wand  instead  of  a  gun. 

Athletics. — Under  this  head  come  basket-ball,  baseball,  football,  tennis, 
and  track  and  field  athletics. 

The  Athletic  Association,  organized  in  1905,  provided  for  the  organiza- 
tion of  sections  in  baseball,  football,  tennis,  basket-ball,  golf,  track  work, 
etc.  A  fine  park  and  ample  courts  offer  rare  facilities  for  outdoor  exer- 
cise. A  small  fee  is  charged  by  the  association,  for  athletic  privileges. 
Professionalism  is  excluded.  The  baseball,  basket-ball  and  football  teams 
have  made  an  honorable  record  in  match  games  with  other  teams. 

Basket-ball  teams  are  organized  for  both  boys  and  girls.  The  boys 
play  their  regular  practice  games  in  the  open  gymnasium  and  have  con- 
tests with  teams  representing  other  schools.  Basket-ball  is  played  during 
the  third  and  fourth  ten  weeks  of  the  school  year,  from  about  the  middle 
of  November  to  the  last  of  March. 

Baseball  practice  begins  as  early  in  the  spring  as  the  weather  permits 
practice  on  the  field.  Play  continues  on  the  field  during  the  spring  and 
summer  terms,  and  during  fall  term,  if  desired.  The  baseball  team  plays 
with  teams  from  other  schools. 

Tennis  is  played  outdoors  during  the  spring,  summer  and  fall  terms; 
in  gymnasium  during  winter  term. 

A  track  and  field  section  is  organized  early  in  the  sprirfg,  and  for 
about  two  months  work  is  done  in  the  gymnasium  for  preliminary  con- 
ditioning, and  then  regular  practice  is  engaged  in  on  the  athletic  field. 

Physics  IV. — Double  term.  The  entire  subject  is  thoroughly  covered. 
Laboratory  work  accompanies  all  class  instruction,  and  students  com- 
pleting the  work  are  well  able  to  handle  this  study  before  high-school 
classes. 

Physiology  IV. — One  term.  Students  beginning  the  work  in  this  class 
are  supposed  to  have  had  already  preparation  sufficient  to  enable  them  to 
pass  the  Kansas  examination  for  the  county  certificate.  The  more  easily 
grasped  portions  of  Martin's  Human  Body,  Advanced  Course,  are  taken 
in  this  term.    Laboratory  work  is  given. 

Physiology  V. — One  term.  Students  review  the  work  of  IV,  take  the 
remaining  topics  of  the  text,  and  continue  in  the  laboratory  the  study  of 
those  portions  of  slaughtered  domestic  and  wild  animals  which  illustrate 
the  corresponding  portions  of  the  human  body.  Two  or  three  hundred 
histological  slides  are  examined  with  the  compound  microscope. 

Pronunciation. — First  term.  Drill  work  from  the  text  used,  including 
all  the  lists  printed  with  diacritical  markings,  and  including  also  as  much 
preceding  those  lists  as  time  allows. 

Second  term.  Portions  of  the  text  succeeding  that  assigned  for  the 
first  ten  weeks.    Work  in  the  dictionary. 

Psychology  IV. — One  term.  An  introduction  to  the  science  of  psychol- 
ogy, intended  to  form  the  basis  for  the  work  of  the  more  advanced  course 


32 


Western  State  Normal  School. 


in  the  subject.  The  chief  topics  of  mental  action  are  taken  up,  illustrated, 
and  the  educational  aspects  emphasized.  Exercises  in  introspection  are 
also  given,  with  the  idea  of  stimulating  the  student  to  a  closer  observa- 
tion of  his  own  mental  processes  and  those  of  his  pupils.  Titchener  is 
used  as  text. 


THE   "OLD   ELM.' 


Rhetoric. — Double  term.  The  aim  is  threefold:  (1)  To  read  apprecia- 
tively and  with  culture  results  the  various  styles  of  literature;  (2)  to  fur- 
nish systematic  practice  in  the  three  types  of  prose  composition — narra- 
tion, description,  exposition,  with  particular  reference  to  the  development 
of  the  formal  essay  and  critique;  (3)  to  enable  the  pupil  to  teach  effect- 
ively. The  paragraph,  both  as  a  unit  and  as  an  integral  part  of  the 
whole  composition,  receives  much  attention.  Daily  written  exercises,  bi- 
weekly themes  and  outlines  are  required.  Accumulative  themes  cultivate 
the  habit  of  intelligent  and  critical  research  in  the  library.  Written  criti- 
cism follows  the  study  of  selected  English  classics. 

Course  2  in  English,  known  as  rhetoric,  follows  two  lines  of  work: 
The  discovery  of  the  essential  elements  of  the  several  forms  of  discourse, 
followed  by  an  interested  study  of  specimens  of  each  particular  phase  or 
form,  for  the  purpose  of  recognizing  lines  of  agreement  and  lines  of  dif- 
ferentiation ;  second,  practice  in  using  these  same  forms  as  modes  of  ex- 
pression for  the  thought  and  experience.  The  paragraph,  both  as  to  con- 
tent and  form,  and  the  grouping  of  such  units  into  proper  outlines, 
syllabi,  or  briefs,  are  made  the  foundation  study  of  this  course.  Current 
literature,  current  history,  common  experiences  are  laid  under  tribute,  to 
the  end  that  the  student  may  enter  more  surely  into  the  life  of  his  own 


Fifth   Annual  Catalan  lie.  33 

age  and  find  self-expression  in  the  best  literary  forms  now  current.  Not 
the  least  of  the  results  from  such  training  has  been  a  young  man's  find- 
ing his  own  center  of  interest  and  the  lines  of  activity  wherein  he  will  Ik; 
most  likely  to  give  his  best  to  the  service  of  mankind.  In  some  measure, 
then,  this  method  is  sifting  the  pedagogic  wheat  and  turning  to  beneficent 
ends  much  otherwise  doubtful  teaching  material.  In  logical  order,  the 
appreciative  and  creative  study  of  the  forms  of  discourse  follows  the 
study  of  the  paragraph.  Literature  is  recognized  as  a  "form  of  life," 
and  craftsmanlike  pride  and  interest  are  thus  secured.  Narration,  in- 
cluding both  the  narrative  and  the  story,  description,  exposition  in  its 
various  forms,  and  argumentation — this  is  the  natural  order  of  develop- 
ment and  the  one  pursued  in  this  course.  One  example  will  suffice  to 
show  the  method  followed: 

NARRATION. 

1.    The  narrative.    2.   The  story. 

Theme — story-telling  as  a  fine  art. 

The  basis  of  a  good  story  is  action:  Dickens — The  Christmas  Carol; 
Browning — Incident  of  the  French  Camp;  Arnold — Sohrab  and  Rustum; 
Van  Dyke — The  Other  Wise  Man;  Hawthorne — The  Great  Stone  Face; 
Macaulay — Horatius  at  the  Bridge;  Lowell — Vision  of  Sir  Launfal;  Hale 
— The  Man  without  a  Country;  Hawthorne — Mr.  Higginbotham's  Catas- 
trophe; Miiller — Abdallah. 

The  point  of  a  story:  Longfellow — Paul  Revere's  Ride;  Browning — 
The  Pied  Piper  of  Hamelin;  Longfellow — Courtship  of  Miles  Standish; 
Eliot — Silas  Marner;  White — The  Nocturne. 

The  outline  of  a  story:  Miiller — Abdallah;  or,  The  Four-leaved  Clo- 
ver; Kingsley — Three  Fishers;  Coleridge — The  Ancient  Mariner;  Shakes- 
peare— The  Casket  Scene  in  the  Merchant  of  Venice;  Wordsworth — 
Michael ;  Scott — Lady  of  Rosabelle. 

The  introduction  of  a  story:  Longfellow — Wreck  of  the  Hesperus; 
Scott — Lochinvar;  Byron — Prisoner  of  Chillon;  Dickens — The  Cricket  on 
the  Hearth;  Dickens — The  Child's  Dream  of  a  Star;  Ingelow — High  Tide 
on  the  Coast  of  Lincolnshire. 

Conclusion  of  a  story:  Select  from  those  already  named.  Report  on 
those  previously  read. 

PROBLEMS. 

1.  How  do  these  stories  handle  the  element  of  conversation? 

2.  The  hero:  Does  he  carry  himself  nobly  at  all  times?  Does  he  do 
one  thing  well?    Prove. 

3.  The  background:    Does  it  change  often  or  recur  again  and  again? 

4.  The  story:  Has  it  credibility?  Is  the  whole  more  interestng  than 
its  parts? 

5.  What  trends  in  the  stories  of  the  hour  seem  to  differ  from  these? 
The  creative  study  of  the  story  is  closely  associated  with  the  above, 

both  in  oral  and  written  form,  because  all  teachers  need  skill  in  this  direc- 
tion, and  the  primary  teacher  must  have  it. 

School  Law  and  Management. — Two  terms.  This  subject  is  classi- 
fied as  work  to  be  pursued  during  the  second  year,  although  the  pupil  is 
allowed  to  enter  these  classes  any  time  after  taking  up  the  work  in  the 
Normal  Department.  For  recitation,  a  text — Wilkinson's  School  Manage- 
ment— is  studied  in  connection  with  the  statutes  of  the  state  bearing  upon 
and  regulating  our  public-school  system.  Especially  is  the  pupil  required 
to  become  familiar  with  the  laws  authorizing  the  issuance  of  all  certifi- 
cates recognized  as  qualifying  a  teacher  to  teach,  the  origin  and  mainte- 


34 


Western  State  Normal  School. 


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Fifth  Annual  Catalogue,  35 

nance  of  the  state  permanent  school  fund,  the  source  and  distribution  of 
the  state  annual  school  fund,  and  the  theory  of  taxation.  The  study  and 
discussion  of  the  management  of  the  rural  schools,  and  those  schools 
which  are  more  closely  supervised,  both  as  to  discipline  and  methods  of 
conducting  recitation,  is  an  important  feature  of  the  work  done  in  this 
subject.  A  good  general  knowledge  of  the  school  law  of  Kansas  and  of 
the  scope  and  purpose  of  school  economy  is  a  necessary  condition  to  ad- 
mission to  this  term's  work.  It  is  believed  that  every  student  should  take 
this  work  unless  he  has  had  a  similar  course  in  a  normal  school  of  high 
rank  with  equal  library  facilities. 

Scope  of  the  work — five  general  problems:  City  schools  and  their 
work,  including  a  special  study  of  high  schools;  the  relation  of  the  people 
to  the  schools;  material  appliances  in  the  economy  of  the  school;  the  class 
and  questions  of  the  classroom;  the  individual  pupil,  and  matters  per- 
taining to  his  growth  and  control. 

Nature  of  the  work — such  as  to  require  the  use  of  an  extensive  and 
well-selected  library.  A  mere  suggestion  of  a  general  classification  of 
the  sources  is  here  given  to  illustrate  this  point.  Books  on  school  law, 
management,  theory  and  practice,  etc.  The  list  of  such  books  in  this  bul- 
letin will  suggest  the  possibilities  in  this  line.  Periodicals  bearing  di- 
rectly on  school  problems,  as  the  reports  of  the  national  commissioner  of 
education,  the  National  Educational  Association,  and  complete  files  of 
educational  journals.  Special  reports  from  pamphlets,  such  as  courses 
of  study,  state  and  city,  reports  on  city  schools,  manual-training  schools, 
the  library  in  relation  to  the  public  schools,  etc.;  court  decisions,  official 
opinions,  etc. 

The  student  is  required  to  study  each  problem  according  to  the  fol- 
lowing plan  of  the  work : 

General — (a)  Law:  (1)  The  school  law  of  Kansas  as  it  is.  (2)  Com- 
parative school  law,  showing  likeness  and  differences  in  the  laws  of  the 
various  states.  (3)  Interpretation — opinions  of  attorney-general  and 
court  decisions.  (4)  Ideal  conditions  and  the  opportunities  of  the  teacher. 
(6)  Management:  (1)  Study  of  fundamental  principles.  (2)  A  knowl- 
edge of  the  present  status  of  school  problems.  (3)  A  comparison  of  the 
management  of  the  schools  of  other  countries  and  of  the  United  States; 
of  other  states  and  Kansas. 

Special  study:  (a)  The  pupil  is  to  work  out  some  problems,  making  a 
report  on  same.  (o)  Each  student  is  to  do  some  systematic  library  work, 
to  the  end  that  he  may  be  able  to  use  sources  intelligently  and  that  he 
may  gain  skill  in  forming  judgments. 

The  recitation:  (a)  The  student  is  to  give  what  others  say — a  synop- 
sis of  an  article  read  on  a  given  subject.  (6)  He  is  to  present  the  argu- 
ments for  and  against  a  given  subject,  (c)  His  own  opinions  and  the 
reasons  therefor  are  to  be  clearly  stated,  (d)  A  part  of  the  work  is 
given  by  the  instructor  in  the  form  of  lectures. 

Shorthand  and  Typewriting. — Students  who  have  finished  the  work 
in  shorthand,  together  with  the  typewriting,  will  be  able  to  secure  excel- 
lent positions.  The  shorthand  is  of  especial  value  to  students  in  advanced 
classes  in  the  institution.  The  typewriting  is  especially  valuable  for 
those  who  contemplate  engaging  in  industrial  work. 

Teaching  and  Criticism. — Two  terms.  The  aim  is:  (1)  To  furnish 
a  field  for  the  application  of  the  principles  of  teaching.  (2)  To  give  can- 
didates for  teaching  model  lessons  for  analysis  and  imitation. 

The  following  items  are  worthy  of  note : 

1.    The  teachers  entering  this  course  observe  the  work  of  other  pupil- 


36  Western  State  Normal  School. 

teachers  or  of  critic  teachers  for  the  purpose  of  applying  the  instruction 
in  methods  to  lessons  that  have  been  well  planned.  Teachers  of  experi- 
ence and  skill  observe  for  the  purpose  of  criticizing  work  from  the  stand- 
point of  sound  method.  The  observation  is  directed  successively  to  the 
cardinal  points  of  good  teaching,  such  as  interest,  self -activity,  inductive 
presentation,  application,  reviews,  etc. 

2.  Practice-teaching  is  required  of  all,  under  the  supervision  and  criti- 
cism of  the  critic  teacher.  The  work  demands  one  period  a  day  for 
twenty  weeks.  The  teacher  has  full  charge  of  the  instruction  and  man- 
agement of  the  class,  and  is  subject  to  occasional  visits  from  the  critic. 

3.  Teachers'  meetings  are  frequent  for  the  discussion  of  the  observa- 
tions reported,  for  the  observation  and  discussion  of  model  teaching,  and 
for  discussion  of  the  problems  of  teaching  that  arise  as  incidents  in  the 
work. 

Students  working  in  the  Model  School  not  only  do  forty-five  minutes 
per  day  of  teaching  and  observing,  but  attend  conference  with  the  train- 
ing teacher  at  least  two  afternoons  per  week,  for  the  purpose  of  study- 
ing the  difficulties  that  arise  in  the  every-day  work  of  the  School. 

The  work  of  practice-teaching  is  done  in  each  school  hour  by  those 
who  have  no  work  on  this  program  during  that  hour. 

Trigonometry. — One  term.  Trigonometry  is  studied  as  far  as  the  ob- 
lique spherical  triangle. 

Zoology. — Double  term.  The  student  must  have  taken  a  course  of  at 
least  ten  weeks  in  normal  physiology. 

1.  Systematic  zoology,  a  course  in  which  all  the  branches  of  the  ani- 
mal kingdom  are  taken  in  descending  and  ascending  order,  beginning 
with  the  highest.  All  the  representative  classes  and  many  of  the  prin- 
cipal orders  are  studied  in  this  double  course. 

2.  Field  zoology  or  natural  history  includes  a  study  of  insects  and 
birds,  and  a  somewhat  extended  study  of  animal  ecology. 

Systematic  zoology  requires  ten  of  the  twenty  weeks  given  to  the  en- 
tire subject,  and  is  studied  during  each  of  the  five  ten-weeks  terms  of 
the  school  year,  excepting  the  third.  Field  zoology  continues  ten  weeks, 
and  is  studied  to  advantage  only  during  the  first,  second  and  fifth  ten- 
weeks  terms  of  the  year. 

Systematic  zoology  is  studied  from  dissections  of  typical  forms,  from 
lectures,  and  text-  and  reference  books.  The  knowledge  of  the  anatomy 
and  physiology  of  a  vertebrate  gained  in  the  previous  study  of  Martin's 
Human  Body  is  taken  as  giving  a  sufficient  knowledge  of  the  vertebrate 
plan  of  structure  without  additional  dissections.  The  lobster  or  the  cray- 
fish, the  fresh-water  mussel,  the  angleworm,  the  starfish,  the  hydra,  the 
fresh-water  sponge,  and  the  Paramecium  or  the  amoeba,  each  serves  in 
turn,  when  dissected,  to  show  the  essentials  of  the  plan  of  each  of  the 
branches  of  the  invertebrates.  By  studying  the  animals  in  the  order 
named,  the  student  proceeds  from  the  known  to  the  unknown,  and  thus 
obeys  the  first  law  of  all  investigations.  After  reaching  the  simplest 
forms  of  animals  known,  the  student  next  retraces  his  steps,  and  thus 
proceeds  from  the  simplest  to  the  complex,  and  from  the  first  in  a  series 
to  those  evolved  later,  obeying  in  so  doing  the  second  and  third  laws  of 
investigations.  A  knowledge  of  the  classes  and  the  more  important  or- 
ders of  the  several  branches  of  the  animal  kingdom  in  this  upward  study 
is  gained  from  text-book,  reference  books,  and  from  notes  given  by  the 
teacher. 

In  field  zoology  the  student  studies  insects  and  birds  in  their  natural 
relations,  and  then  studies  the  morphology  and  systematic  position  of  the 


Fifth  Annual  Catalogue, 


37 


more  important  inserts  Prom  his  own  collections  and  from  reference 
manuals.  The  morphology  and  classification  of  the  birds  are  studied 
from  museum  specimens  and  from  bird  manuals.  Studios  of  living  bud 
are  made  with  field-glasses,  that  no  bird  may  be  needlessly  destroyed  and 
that  an  exceedingly  interesting  field  for  study  may  be  opened  to  the  stu- 
dent. This  ten-weeks  work  closes  with  a  study  of  animal  ecology,  using 
Jordan  and  Kellogg's  Animal  Life  as  the  text-book. 

Besides  gaining  a  knowledge  of  animals  for  use  in  teaching  nature 
study  in  the  grades  and  zoology  in  the  high  schools,  the  student  finds  con- 
stant exercise  for  his  power  to  see  and  trace  relationships  and  to  make 
generalizations.  The  collecting  and  observing  habits  are  strongly  stimu- 
lated and  many  conclusions  of  value  in  every-day  life  are  reached.  A 
knowledge  of  the  economic  relationships  of  animals  to  man,  especially  of 
birds  and  insects,  so  vitally  concerns  the  welfare  of  nearly  every  com- 
munity, that  this  part  of  the  work  in  zoology  is  properly  emphasized. 


THE  BASEBALL  SQUAD,   1907. 


38  Western  State  Normal  School 


Special  Classes. 

Algebra. — One  term.  This  course  is  designed  to  cover  the  work  as  re- 
quired for  a  second-grade  certificate.  The  state  text  is  followed  quite 
closely,  although  much  supplementary  work  is  given  for  the  purpose  of 
drill.  Emphasis  is  placed  upon  thoroughness  and  skill  in  the  use  of  the 
fundamental  operations  and  processes  of  factoring.  The  simple  equation 
receives  careful  consideration.  So  far  as  possible,  the  work  is  made  in- 
ductive, principles  being  taught  as  generalizations  rather  than  as  arbi- 
trary facts. 

Arithmetic. — One  term.  The  work  includes  a  consideration  of  in- 
tegers, common  and  decimal  fractions,  and  denominate  numbers.  In 
integers,  a  careful  review  is  made  of  the  fundamental  operations  and  the 
principles  involved  in  greatest  common  divisor  and  least  common  multiple. 
Emphasis  is  placed  upon  the  two  conceptions  of  fractions,  as  a  divided 
unit  and  as  an  expression  of  division;  from  these  ideas  the  principles  of 
reduction  are  developed  and  the  application  of  the  fundamental  opera- 
tions as  studied  in  integers  is  shown.  As  decimal  fractions  differ  but 
little  from  whole  numbers  except  in  the  value  of  the  unit,  the  principles 
of  integral  operations  may  be  applied.  Denominate  numbers  differ  from 
integers  in  the  varying  composition  of  units,  but  the  underlying  prin- 
ciples are  identical.  Pupils  are  required  to  commit  and  discuss  the  prin- 
cipal tables,  in  order  to  deal  intelligently  with  the  various  problems.  In 
all  work  rapidity  is  deemed  important,  but  more  stress  is  placed  upon  an 
intelligent  understanding  of  principles  and  processes. 

Bookkeeping. — One  term.  The  work  comprises  a  consideration  of  the 
fundamental  principles  of  the  subject.  Exercise  is  given  in  the  opening 
of  accounts  and  the  keeping  of  an  ordinary  set  of  books.  Practice  is 
given  in  writing  notes,  checks,  and  other  common  business  papers.  Ac- 
curacy and  neatness  are  insisted  upon  at  all  times. 

Civil  Government. — One  term.  The  work  is  based  on  a  study  of  the 
constitution  of  the  United  States.  The  history  of  the  formation  of  the 
constitution  is  briefly  considered.  The  composition  and  powers  of  the  dif- 
ferent departments  of  the  government  are  carefully  studied.  Concrete 
illustrations  are  used,  and  matters  of  current  interest  in  affairs  of  the 
government  receive  attention. 

Geography,  Political. — One  term.  The  work  comprises  a  complete 
review  of  the  subject.  A  careful  study  is  made  of  North  America,  which 
is  then  used  as  a  basis  of  comparison  for  the  study  of  the  other  conti- 
nents. No  effort  is  made  to  separate  what  belongs  to  the  physical  from 
what  belongs  to  the  political  aspects  of  the  subject.  Physical  features 
are  noted  and  their  effect  upon  life  considered.  The  adaptation  of  the 
earth  to  the  needs  of  man  and  the  mutual  relation  existing  between  the 
two  are  made  the  central  features  of  the  study,  and  the  subject  is  taught 
solely  with  these  ideas  in  mind. 

Geography,  Physical. — One  term.  In  this  subject  the  text-book  is 
followed  quite  closely,  although  all  parts  'do  not  receive  the  same  degree 
of  attention.  Facts  pertaining  to  the  shape,  size,  etc.,  of  the  earth  are 
briefly  considered.  A  careful  study  is  made  of  the  composition,  move- 
ments and  states  of  the  atmosphere.  Special  attention  is  given  to  the 
location  of  the  various  wind  belts,  and  also  to  the  theory  of  the  forma- 
tion of  high  and  low  areas  and  the  resulting  cyclonic  action.  Common 
instruments,  as  the  thermometer  and  barometer,  are  studied  and  their 


Fifth  Ann  tail  Catalogue. 


39 


uses  illustrated.    Current  weather  maps  are  noted  and  individual  obser- 
vation is  encouraged.    The  distribution  of  land  and  water  and  the  forma 
tion  of  plains,  plateaus,  etc.,  arc  considered.    Careful  attention  is  given 
to  the  distribution  of  life  as  the  result  of  physical  causes.     Although 
technical  knowledge  is  Bought,  yel  an  effort  is  made  to  emphasize  the  re 

lation  of  physical   causes  and   effects   rather  than   to  encourage  the  com- 
mitting oi'  unassociated  facts. 


IN  A  CLASSROOM. 


Grammar. — One  term.  The  course  embraces  a  complete  review  of  the 
subject.  The  sentence  is  made  the  basis  of  work;  it  is  carefully  studied 
with  respect  to  structure,  uses,  and  forms.  The  parts  of  speech  are 
studied  in  their  relation  in  sentences  and  their  classification  and  proper- 
ties carefully  considered.  Application  of  the  pupil's  knowledge  is  made 
by  frequent  exercises  in  anlysis  and  parsing.  Effort  is  directed  towards 
discouraging  the  formal  and  deductive  teaching  of  grammar  and  towards 
encouraging  the  consideration  of  it  as  a  living  subject  in  which  the  pupil 
is  to  become  interested. 

History,  Kansas. — One  term.  This  class  endeavors  to  familiarize  the 
student  with  the  part  this  state  has  had  in  tradition  and  in  real  history. 
Her  wealth  of  resources,  her  stand  for  truth  and  freedom  through  storm 
and  sunshine,  her  contributions  to  the  material  prosperity  and  to  the  high 
thinking,  to  the  literature  and  to  the  science,  of  our  nation  give  her  just 
claim  to  be  known  and  loved  by  all.     Text  and  library  are  used. 

History,  United  States. — One  term.  A  careful  study  *f  American 
history  to  Washington's  administration  is  made.  '  The  events  leading  di- 
rectly to  the  discovery  of  America  and  the  attempts  made  by  the  leading 
European  nations  to  obtain  territory  in  the  new  world  are  considered. 
The  motives  that  prompted  colonization  are  carefully  noted.  The  Eng- 
lish colonies  are  considered  in  groups,  a  careful  study  being  made  of  the 
principal  colony  in  each  group  as  a  type  form.     Frequent  comparison  of 


40  Western  State  Normal  School. 

the  conditions  existing  in  these  type  colonies  is  made.  The  French  and 
Indian  war  is  regarded  as  an  inevitable  struggle  for  supremacy  in  the 
continent.  The  revolution  and  the  final  establishment  of  a  new  govern- 
ment are  treated  as  the  culmination  of  forces  long  active.  Little  atten- 
tion is  given  to  the  conning  of  facts,  emphasis  being  placed  upon  the 
recognition  of  movements.  The  principle  of  cause  and  effect  is  empha- 
sized throughout  the  work,  the  subject  being  treated  as  a  living,  organ- 
ized whole,  rather  than  as  a  bundle  of  unrelated  particulars.  The  work 
of  the  institute  course  of  study  is  included. 

Literature. — One  term.  The  course  is  based  on  the  institute  outline 
in  this  subject,  and  seeks  to  cover  the  work  required  for  a  first-grade 
certificate.  A  careful  study  is  made  of  several  classics,  for  the  double 
purpose  of  acquainting  the  pupils  with  the  subject-matter,  and  giving 
them  a  means  of  judging  the  value  of  other  selections.  Brief  studies  of 
the  life  and  work  of  the  different  authors  are  made.  An  effort  is  made 
to  introduce  the  pupils  to  the  best  literature  and  to  cultivate  an  appre- 
ciation of  such,  rather  than  to  make  a  critical  study  of  any  particular 
selection. 

Penmanship. — One  term.  The  object  of  the  work  is  threefold:  (1) 
To  give  a  knowledge  of  the  forms  of  the  letters  and  of  their  combination 
in  words;  (2)  to  secure  an  easy  and  correct  movement;  (3)  to  attain  a 
fair  rate  of  speed.  All  methods  are  directed  to  the  accomplishment  of 
these  ends.  Advanced  work  in  this  subject  is  given  in  connection  with 
the  bookkeeping  instruction  in  the  Normal  Department. 

Physiology. — One  term.  An  elementary  survey  of  the  whole  subject 
is  taken.  The  composition  and  structure  of  the  bones  and  their  adapta- 
tion in  the  skeleton,  the  structure  and  use  of  muscles,  nutrition,  circula- 
tion and  respiration  receive  careful  attention.  The  nervous  system  and 
the  special-sense  organs  are  carefully  studied.  Hygiene,  the  effects  of 
stimulants  and  narcotics  and  the  general  care  of  the  body  are  empha- 
sized.    Simple  experiments  are  introduced  and  observation  is  encouraged. 

Reading.— One  term.  The  work  includes  a  consideration  of  the  funda- 
mental principles  of  elocution  as  well  as  exercise  in  interpretative  read- 
ing. The  association  of  expression  and  thought  is  emphasized.  Literary 
analysis,  sequence  of  thought,  clearness  of  enunciation  and  the  various 
forms  of  emphasis  receive  careful  attention. 

Spelling. — One  term.  The  work  embraces  not  only  exercises  in  spell- 
ing but  constant  drill  in  phonics.  Word  building  and  word  analysis  are 
also  emphasized. 


Fifth  Annual  Catalogue.  41 


Model  School  Classes. 

The  School  is  well  equipped  with  necessary  school  apparatus,  and  in- 
cludes in  its  course  a  broad  variety  of  exercises,  introducing  the  student 
to  every  phase  of  school  work — drawing,  music,  physical  culture,  and 
nature  study. 

All  the  teaching  work  is  closely  supervised  by  a  competent  critic 
teacher,  and  classes  are  frequently  taught  by  her  for  observation  by 
teachers  in  training. 

Pupils  attending  school  have,  in  addition  to  the  broad  and  liberal 
course  outlined,  the  advantage  of  the  Normal  library;  every  advantage 
with  every  encouragement  is  given  to  lead  them  to  love  good  books. 

Course  of  Study. 

Arithmetic. — The  work  in  this  subject  aims  to  make  the  common 
principles  involved  in  the  fundamental  operations  familiar  and  continuous 
throughout  simple  numbers,  fractions,  both  decimal  and  common,  and 
denominate  numbers.  There  is  no  attempt  to  learn  "once  for  all"  by 
strenuous  efforts  of  memory,  meaningless  tables,  rules,  or  formulae;  but 
rather  by  careful,  concise  and  interesting  repetition,  and  by  application 
in  the  familiar  fields  of  manual  training,  of  the  school  garden,  and  of 
mimic  business,  to  cause  the  child  to  grow  into  all  useful  fundamental 
knowledge  of  numbers.  The  thought  is  to  cause  the  pupil  to  grow  in 
strength  of  mind  and  to  train  the  will  and  the  reasoning  power  by 
means  of  arithmetic,  without  the  expectation  that  more  of  it  will  be 
longer  retained  as  a  memory  product  than  they  have  pretty  frequent  use 
for.  The  thought  that  runs  through  the  whole  course  is  that  nothing  is 
to  be  considered  as  completed  and  therefore  dropped,  but  that  application 
of  all  the  principles  learned  shall  be  repeatedly  provided  for. 

Seventh  year. — Percentage  and  the  principal  applications  of  percent- 
age in  common  business  transactions,  including  interest,  notes,  and  stocks, 
constitute  the  principal  work  of  this  year.  Much  drill  is  given  in  the 
fundamental  operations  and  the  principles  underlying  the  relations  of 
numbers. 

Eighth  year. — Ratio  and  proportion,  involution  and  evolution,  mensu- 
ration and  the  metric  system  furnish  the  work  for.  this  year. 

Drawing. — The  work  covers  form  study,  shading,  color  work,  using 
pencil,  crayon,  and  brush.  The  type  solids  furnish  the  primary  ideals  of 
form.  Objects  from  nature  study  and  language  work  are  used  for  the 
shading  and  color  work.  The  state  text-books  and  manuals  guide  the 
instruction,  although  they  are  not  followed  in  detail.  No  set  course  is 
followed;  no  particular  tasks  are  set  for  each  period  of  the  year;  but 
work  suitable  for  the  class  and  season  is  selected  from  term  to  term. 
The  work  of  the  seventh  and  eighth  grades  includes  mechanical  drawing 
incidental  to  woodwork,  and  also  decorative  drawing  and  picture-making, 
using  pencil,  pen,  crayon,  and  brush. 

Geography. — The  great  purpose  in  teaching  geography  is  to  acquaint 
the  child  with  the  earth  as  the  home  of  man.  During  the  early  years, 
children  are  made  acquainted  with  both  plant  and  animal  life  as  affected 
by  physical  environment,  and  later  their  geography  deals  more  particu- 
larly with  the  people  on  the  earth. 

Seventh  year. — The  advanced  geography  is  studied,  from  South 
America  to  the  end. 


42 


Western  State  Normal  School. 


IX   THE  GYMNASIUM. 


Fifth  Annual  Catalogue,  43 

Eighth  year. — A  detailed  study  of  the  eastern   hemisphere  occupii 
twenty  weeks,  and  physical  geography  is  studied  twenty  weeks,  using  a 
text-book,  and  observation  of  physical   earth   phenomena  in  the   vicinity 
of  Hays. 

History.  Seventh  year. — The  work  covers  the  American  revolution 
and  the  new  government  that  grew  out  of  it.  A  copious  use  of  biography 
is  made.  Much  time  is  given  to  the  rich  and  abundant  literature  portray- 
ing this  period.     Biographies  of  several  prominent  men  are  treated  fully. 

Eighth  year. — The  constitutional  period  of  the  history  of  the  United 
States  occupies  the  year.  Only  those  topics  embracing  the  more  signifi- 
cant facts  of  the  growth  of  the  government,  the  prosperity  of  the  people 
and  the  ideals  of  citizenship  are  taught.  More  culture,  it  is  thought, 
comes  from  the  full  treatment  of  a  few  topics  than  from  a  scant  treat- 
ment of  many.  Reference  to  the  easier  histories  is  made  continually  and 
some  of  the  work  is  presented  orally. 

Language. — Language  work  naturally  grows  out  of  the  nature  work 
and  the  literature.  The  aim  of  the  work  is  to  give  correctness,  strength 
and  beauty  of  expression.  In  order  to  do  this,  the  pupil  must  have  inter- 
esting thought  to  express.  The  language  work  consists  largely  in  teach- 
ing pupils  the  use  of  individual  words  and  phrases  without  generaliza- 
tion. The  teacher  observes  for  this  purpose  those  errors  of  speech  that 
are  prevalent  among  the  pupils  being  taught,  and  embodies  them  in  the 
language  work. 

Seventh  year. — A  careful  study  of  technical  grammar  occupies  the 
seventh  and  eighth  years.  Topics:  (1)  The  nature  of  ideas.  (2)  The 
nature  of  thoughts.  (3)  Ideas  and  their  expression.  (4)  Thoughts  and 
their  expression.  (5)  Parts  of  speech.  (6)  Phrases  and  clauses.  (7) 
The  forms  of  sentences.  (8)  The  elements  of  a  sentence.  (9)  Nouns. 
(10)  Pronouns.  (11)  Adjectives.  (12)  The  verb.  (13)  The  adverb. 
(14)  The  preposition. 

Eighth  year.— Topics:  (1)  The  subject.  (2)  The  predicate.  (3)  The 
complex  sentence.  (4)  The  compound  sentence.  (5)  The  classification 
of  sentences  with  respect  to  meaning  and  use.  (6)  The  verb  reviewed. 
(7)  The  pronoun  reviewed.  (8)  Adjectives  reviewed.  (9)  Adverbs. 
(10)  Participles  and  infinitives.  (11)  Application  of  grammar  in  the 
analysis  and  parsing  of  sentences  of  all  kinds.  The  study  of  history  and 
derivation  of  some  words. 

Music. — The  theory  work  includes  the  study  of  the  scale  of  C  and  the 
building  of  all  the  major  scales,  the  study  of  the  chromatic  scale  and  acci- 
dentals in  music,  the  developing  of  the  minor  scales  from  the  major.  In 
tone  work,  the  pupils  are  drilled  in  producing  tones  of  good  quality. 
They  are  taught  to  read  in  all  the  major  keys  and  to  read  easy  exercises 
in  the  minor  keys. 

Nature  Study. — The  whole  realm  of  science  is  too  broad  for  elemen- 
tary nature  study.  Interest  will  be  most  easily  created  in  those  phe- 
nomena that  affect  us,  and  those  plants,  insects  and  animals  that  make 
for  our  happiness  or  misery.  Every  child  will  come  later  to  a  hand-to- 
hand  contest  with  the  elements  in  field,  garden,  or  lawn,  and  the  rules  of 
the  battle  are  interesting  to  him  now.  Actual  contact  with  nature,  and 
not  stories  about  nature,  should  be  the  guiding  principle  of  the  work;  so 
aquaria,  vivaria  and  gardens  should  be  provided,  to  facilitate  observa- 
tion. Out-of-doors  is  the  book  that  will  furnish  most  of  the  reading. 
No  course  can  foresee  what  the  children  will  come  in  contact  with.  The 
following  attempts  to  suggest  the  kind  of  work,  rather  than  the  quantity 


44 


Western  State  Normal  School. 


Fifth  Annual  Catalogue*  45 

or  the  exact  objects  to  be  observed.  Purposive  employments  involving 
natural  objects  and  the  application  of  nature's  laws  are  devised  in  the 
carrying  out  of  an  effective  course  ill  nature  study. 

Seventh  year. — The  bees,  spiders,  ants,  toads,  snakes,  turtles,  fish  and 
the  miscroscopic  life  in  stagnant  water  are  observed.  Birds  are  studied, 
making  lists  of  all  seen,  and  noting  what  they  were  doing.  Any  imme- 
diate interests  that  may  arise  in  nature  study  are  followed  out. 

Eighth  year. — The  planting  and  care  of  trees  is  the  special  topic; 
their  use  and  beauty;  the  names  of  trees  around  Hays  and  distinguishing 
characteristics.  Pupils  learn  to  graft  and  bud  fruit-trees;  also  to  cross- 
fertilize  or  "breed"  plants.  They  determine  some  insects  harmful  to 
trees,  their  life  stages,  and  how  to  destroy  them.  They  name  the  birds 
that  are  seen  helping  the  trees  by  removing  eggs  and  caterpillars. 

Penmanship. — The  work  of  the  seventh  and  eighth  years  emphasizes 
position,  form,  and  movement.  The  writing  practice  is  correlated  with 
the  study  of  business  forms  and  letters  and  polite  correspondence. 

Physiology  and  Hygiene.  Seventh  year. — Oral  and  observational 
lessons  upon  the  structure  and  hygiene  of  the  body  are  given.  The  skele- 
ton is  studied  and  compared  with  the  skeleton  of  a  dog  or  a  horse.  The 
structure  and  composition  of  bones  are  observed.  The  muscles  and  tissues 
of  the  body,  their  growth  and  nutrition,  and  the  skin  and  lungs  are 
studied. 

Eighth  year. — The  work  covers  the  state  text  in  physiology. 

Reading. — The  important  study  in  primary  and  intermediate  grades 
is  reading,  for  upon  this  the  progress  in  other  subjects  largely  depends. 
Comprehension  of  thought  is  necessary  to  good  oral  expression;  hence 
our  primary  aim  is  to  make  intelligent  and  thoughtful  silent  readers. 
The  sound  work  is  emphasized  from  the  first,  and,  as  new  sounds  are  in- 
troduced, the  diacritical  markings  are  placed  upon  the  blackboard  for 
daily  review.  In  studying  a  reading  lesson,  these  steps  are  observed: 
(1)  Study  of  words  and  phrases;  (2)  study  of  picture,  if  there  is  one; 
(3)  stu<Jy  of  thought;  (4)  study  of  expression.  All  stories  and  poems 
selected  for  the  children  to  read  should  be  the  best  that  they  are  capable 
of  reading  and  appreciating.  The  thought  in  them  should  be  in  every 
case  worth  the  getting — stories  that  will  cultivate  a  lasting  taste  for  good 
literature. 

Seventh  year. — Attention  is  given  to  the  reading  and  interpretation  of 
more  difficult  selections  than  have  been  heretofore  used.  The  thought 
analysis  is  made  with  more  care,  and  the  form  of  the  literature  read,  the 
beauty  and  strength  of  expression,  receive  some  attention.  "The  Lady  of 
the  Lake,"  "Miles  Standish,"  Lamb's  "Tales  from  Shakespeare"  and 
other  selections  of  equal  difficulty  are  used. 

Eighth  year. — The  purposes  and  plans  of  the  seventh  year  are  con- 
tinued. "The  Iliad,"  "The  Sketchbook"  and  selections  of  equal  difficulty 
are  used. 

Spelling. — In  addition  to  the  word  study  accompanying  all  branches, 
the  state  text-book  in  spelling  is  used.  Stress  is  laid  on  the  value  of  let- 
ters and  such  rules  as  are  helpful  in  spelling.  Both  oral  and  written 
spelling  are  practiced. 

^Seventh  year. — Parts  I  and  II  of  the  state  text  are  used,  laying  special 
stress  upon  the  phonic  analysis  and  rules  for  spelling.  Lists  of  com- 
monly used  words  are  practiced. 

Eighth  year.— Parts  III  and  IV  of  the  state  text  are  used.  Homonyms, 
synonyms,  derivation  and  analysis  of  words,  together  with  much  practice 
upon  useful  words,  constitute  the  work. 


46  Western  State  Normal  School. 

Text-book  List. 

A le-ebra                                     $  State  text $°  5& 

AlgeDra I  Wells's  College   1  50 

Arithmetic $  Belfield's  New  Model 39 

(  Payne's  Practical 65 

Bookkeeping Goodyear    44 

Rn+QT1V                                  (  Bergen's  Foundations  1  20 

y   ' '  " }  Gray's  Field,  Forest,  and  Garden 1  44 

Caesar  Lowe  and  Ewing 83 

Chemistry Remsen  1  15 

Cicero Johnson 83 

Civil  Government j  Andrews                       1  00 

(  Kellogg  and  Taylor 44 

Drawing                                J  Cross's  Free-hand 80 

Drawmg 7  Thompson's  (8  books) 88 

Elocution   Marsland    1  12 

English  Grammar j  *£££,„"  \  \ \  \  \  \  ] .  \  \  ]  [  [ .  [  ]  ]  ]  ]  ]  ]  [  ]  ]  ] .  f5 

Geography Davis's  Complete 1  25 

Geology Le  Conte's  Elements 3  50 

Geometry  Wentworth 88 

German  Grammar Otis-Carruth    88 

History  of  Education . . .      Cubberley's  Syllabus 2  50 

History,  Kansas Prentis    66 

History,  United  States. .  j  ^ughlin "  [  \  \  \  \  \  \  \  \  \ ".  \  \  \  \  \  \  \  \ \  \  \  \  \  \  1  S 

Latin,  Beginning Bellum  Helveticum 66 

Latin  Grammar Bennett 73 

Literature,  English Simond's   1  25 

(  Natural  Music  Chart 25 

Music -,  Modern  Music  Series 50 

(  Fullerton's  Choice  Songs 35 

Oratory Shurter 90 

Parliamentary  Law Reed    65 

Penmanship Easel — Crane  &  Co %  .  .  06 

Physics Carhart  and  Chute,  high-school  edition .  .  1  25 

Physiology Martin's  Human  Body,  unabridged 2  50 

Principles  of  Teaching.  .      Thorndyke    1  25 

Psychology Titchener's  Elements 1  00 

™  ^     •„                                \  Mother  Tongue,  Elements  of  Eng.Comp'n,  1  00 

Knetorlc I  Wendell's  Composition 1  50 

School  Law  and  Man'g't,      Wilkinson   35 

Shorthand    Schoch's  Benn  Pitman 1  00 

(  Hewett    11 

Spelling   ]  Reed's  Word  Lessons 25 

(  Wilkinson's  Orthoepy 35 

Trigonometry    Wentworth   1  35 

*7^~~rT                                 <  Jordan  and  Kellogg 83 

Zool°^ j  Kellogg 1  20 


Fifth    Annual   CdtuUxjue. 


47 


Periodicals  in  (he   Library, 


DAILIES. 


Capital,  Topeka. 
Star,  Kansas  Citj .  M<> 


Ad\  ocate,  Grainfleld. 
Advocate,  Mankato. 
Argus,  Lebanon. 
Breeze,  Rush  Center. 
Chronicle,  Scotl  City. 
Collier's.  New  York. 
Courier,  Norton. 
Echo.  Wilson. 
Bpvt  orth  Herald,  Chicago. 
Free   Press,   Hays. 
Gazette.  Lmporia. 

iic    I'lainville. 
Harper's  Weekly,  New  York. 
Journal.   Smith   renter. 
Journal  of  Education,   Boston. 
Kansas  Farmer,  Topeka. 
Ledger.  Cawker  City. 
Literary  Digest,  New  York. 
Messenger,  Ellsworth. 
Messenger.  Smith  Center. 
News.  Goodland. 


Times.  Kansas  City,  Mo. 
Evening  Journal,  Sallna. 


WEEKLIES. 


News.   Hays. 
News,    Ness    City. 

News,  <  tsborne. 

Normal  Bulletin,  Emporia. 

Outlook.   New   York. 

People's    Reveille,     Hill    CItV. 

Record.    Russell. 

Record,  Stockton 

Republican,  Hays. 

Republican.  Hill  City. 

Republican.   Lincoln. 

Review-Headlight,  Ellis. 

Science,  Garrison-on-the-Hudson,  N. 

Scientific  American,  New  York. 

Sentinel,  Hoxie. 

Times,   Beloit. 

Times.  I'lainville. 

IIp-to-Date   Planning.   Indianapolis. 

Western  Call,  Beloit. 

Western    Kansas   World,    YVa  Keeney 

Youth's  Companion,  Boston. 


MONTHLIES,   ETC. 


American  Educational  Review.  Chicago. 
Association  Monthly.  New  York. 
Century,  New  York'. 
Current  Literature,  New  York. 
Educational  Review,  Rahway.  N.  J. 
Elementary  School  Teacher.  Chicago. 
Good  Housekeeping,   Springfield.  Mass. 
Intercollegian,  New  York. 
Interstate   Schoolman.  Hutchinson. 
Journal  of  Geography,  New  York. 
Ladies'   Home   Journal,   Philadelphia. 
Library  Journal,  New  York. 
Lyceumite,  Chicago. 
McCl ure's  Magazine,  New  York. 
Nature  Stndv  Review,  New  York  . 


National  Geographic  Magazine,   Wash- 
ington. D.  C. 

New  England  Magazine,  Boston. 

North  American  Review,  New  York. 

Popular  Science  Monthly.  New  York. 

Readers'   Guide  to  Periodical  Literature. 
Minneapolis,  Minn. 

Review  of  Reviews.  New  York. 

School  and  Home  Education,   Blooming- 
ton.  111. 

Scribner's  Magazine,  New  York. 

Service,  Chicago. 

Success,  New  York. 

Talent.  Philadelphia. 

World's  Work,  New  York. 


48 


Western  State  Normal  School. 


Fifth  Ami/ml  Catalogue.  49 


Constitution  of  Athletic  Association  of  the 
Western  State  Normal  School. 


Article  1. — Name. 
Section  1.   The  name  of  this  association  is  the  Athletic  Association  of 
the  Western  State  Normal  School  of  Kansas. 

Article  2. — Membership. 

Section  1.  Any  student  of  this  School  or  any  member  of  the  Faculty 
may  become  a  member  of  this  association  upon  payment  of  the  fee  for 
the  year. 

Sec.  2.  Members  of  this  association,  after  their  graduation  from  the 
School,  shall  be  considered  honorary  members,  and,  as  such,  exempt  from 
dues. 

Article  3. — Officers. 

Section  1.  The  officers  of  this  association  shall  be  a  president,  a  vice- 
president,  and  a  secretary,  who  shall  be  elected  from  the  undergraduate 
members  of  the  association  at  the  annual  meeting,  and  shall  serve  one 
year  from  the  date  of  their  election  or  until  their  successors  be  chosen 
and  qualified. 

Sec.  2.  The  treasurer  of  this  association  shall  be  a  member  of  the 
Faculty,  elected  by  the  Faculty. 

Article  4. — President. 
Section  1.  The  president  shall  prescribe  at  all  meetings  of  the  associa- 
tion, preserve  order,  and  regulate  debate  according  to  the  usual  parlia- 
mentary rules,  and  perform  such  other  duties  of  the  association  as  its 
constitution  may,  from  time  to  time,  assign  to  him. 

Article  5. — Vice-president. 
Section   1.    In  the  absence  of  the  president  the  vice-president  shall 
perform  his  duty.     He  shall  also  perform  such  other  duties  as  the  board 
of  directors  or  the  constitution  shall,  from  time  to  time,  assign  to  him. 

Article  6. — Secretary. 
Section  1.  The  secretary  shall  keep  a  record  of  the  proceedings  of 
the  association  and  give  notice  of  all  stated  and  special  meetings  of  the 
same.  He  shall  have  custody  of  all  records  and  papers  of  the  associa- 
tion, and  shall  supervise  the  printing  and  distribution  of  such  papers  as 
may  be  authorized  or  directed  by  the  constitution  or  board  of  directors. 
He  shall  keep  a  list  of  the  holders  and  a  record  of  all  school  champion- 
ships. He  shall  give  ten  days'  notice  of  the  annual  meeting,  and  one 
week's  notice  of  the  special  meetings  of  the  association,  by  posting  a 
notice  thereof  on  the  athletic  bulletin -boards,  and  perform  such  other 
duties  as  the  constitution  or  the  board  of  directors  shall,  from  time  to 
time,  assign  to  him.  He,  together  with  the  Faculty  representative,  shall 
also  collect  all  fees,  giving  receipts  for  the  same,  and  shall  promptly 
turn  over  to  the  treasurer  of  the  association  all  fees  or  other  moneys 
collected  at  least  once  each  month,  or  whenever  the  sum  in  his  hands  ex- 
ceeds five  dollars,  taking  receipts  for  the  same.     He  shall  keep  a  strict 


50  Western  State  Normal  School 

account  of  all  moneys  so  received  and  turned  over  to  the  treasurer,  and 
make  a  report  of  the  same  at  each  monthly  meeting  of  the  board  of  di- 
rectors. He  shall,  with  the  vice-president  and  the  Faculty  representative, 
constitute  an  auditing  committee,  who  shall  audit  all  bills  before  orders 
are  drawn  for  same.  He  shall  give  a  bond  of  not  less  than  $100  for  the 
faithful  discharge  of  his  duties;  said  bond  to  be  approved  by  the  board 
of  directors. 

Article  7. — Treasurer. 

Section  1.  The  treasurer  shall  receive  and  be  the  custodian  of  all 
moneys  and  securities  of  the  association,  and  shall  keep  the  board  of 
directors  fully  advised  on  all  matters  connected  therewith.  He  shall 
give  bond  in  such  amount  as  the  board  of  directors  may,  from  time  to 
time,  prescribe;  shall  keep  a  regular  set  of  books  containing  the  accounts 
of  the  association,  showing  the  disposition  of  all  funds  that  pass  through 
his  hands.  His  accounts  shall  be  audited  annually  before  being  presented 
to  the  association  by  a  special  committee  appointed  by  the  board  of  di- 
rectors. 

Sec.  2.  He  shall  pay  all  bills  against  the  association  upon  order  of 
the  general  manager,  countersigned  by  the  secretary  of  the  association, 
and  perform  such  other  duties  as  the  board  of  directors  or  the  by-laws 
may,  from  time  to  time,  assign  to  him. 

Article  8. — Board  of  Directors. 

Section  1.  The  board  of  directors  shall  consist  of  eight  members: 
The  Principal  of  the  Western  State  Normal  School,  who  shall  be  presi- 
dent of  the  board,  with  casting  vote;  the  president  of  the  association, 
who  shall  be  vice-president  of  the  board,  with  vote;  the  secretary  of  the 
association,  who  shall  be  secretary  of  the  board,  with  vote;  the  treasurer 
of  the  association,  with  vote;  the  general  manager,  with  vote;  other  Fac- 
ulty representatives  not  to  exceed  the  student  representatives,  and  two 
undergraduate  members  of  the  association,  who  shall  be  the  student 
managers  of  the  baseball-football  and  basket-ball-tennis  sections. 

Sec.  2.  The  board  of  directors  shall  have  general  charge  of  the  affairs, 
funds  and  property  of  the  association.  They  shall  have  full  power,  and 
it  shall  be  their  duty,  to  carry  out  the  purposes  of  the  association,  in 
accordance  with  any  rules  adopted  by  the  Western  State  Normal  School 
Faculty. 

Sec.  3.  They  shall  submit  to  the  association  at  each  annual  meeting  a 
general  report  showing  the  state  of  its  membership  and  finances,  and 
giving  therein  such  other  information  as  they  may  deem  desirable  or 
necessary,  together  with  an  estimate  of  the  financial  wants  and  resources 
of  the  association  for  the  ensuing  year. 

Sec.  4.  They  shall  prescribe  rules  for  the  government  and  use  of  the 
grounds  and  buildings  of  the  association,  and  shall  perform  such  other 
duties  as  the  association  may,  from  time  to  time,  assign  to  them. 

Sec.  5.  They  shall  meet  on  the  first  Tuesday  in  each  month,  and  spe- 
cial meetings  may  be  called  by  the  president  or  upon  written  request  of 
any  committee  or  of  any  three  members  of  the  board.  Six  members  shall 
constitute  a  quorum  at  all  meetings  of  the  board. 

Sec.  6.  The  board  may,  at  least  one  week  before  the  regular  practice 
for  any  sport  begins,  elect  a  coach  therefor,  who  shall  be  under  the  direc- 
tion and  supervision  of  the  board.  They  shall,  from  time  to  time,  appoint 
representatives  of  this  association  to  league  meetings. 


Fifth  Annual  Catalogue*  51 

Article  9.    General  Ma/nager, 

.Section  1.  The  board  of  directors  shall  elect  annually  at  its  regular 
December  meeting  a  member  of  the  Faculty,  other  than  the  Principal  of 
the  School,  who  shall  be  the  general  manager  of  athletics;  said  election 
to  be  by  ballot;  five  votes  shall  be  necessary  for  election. 

Sec.  2.  He  shall  be  the  general  business  and  financial  officer  of  the 
board  of  directors,  and  as  such  shall  have  charge  of  all  transactions  in- 
volving the  receipt  and  expenditure  of  moneys  on  behalf  of  the  associa- 
tion. He  shall  collect  all  moneys  accruing  to  the  association  and  promptly 
turn  over  the  same  to  the  treasurer  of  the  association,  taking  his  receipt 
therefor.  He  shall  settle  and  pay  all  debts  incurred  by  the  association, 
by  drawing  an  order  on  the  treasurer  of  the  association  in  favor  of  the 
person  entitled  thereto.  He  shall  make  a  monthly  statement  of  the  finan- 
cial condition  of  the  association  to  the  board  of  directors.  Subject  to  the 
approval  of  the  board  of  directors,  he  shall  arrange  match  games  with 
other  teams,  provide  for  the  transportation  and  other  necessary  expenses 
of  the  association  teams  when  they  go  away  from  home  to  play  such 
match  games.  If  he  does  not  himself  accompany  the  team  on  its  trip, 
he  may  entrust  these  duties  to  the  team  manager.  He  shall  be  custodian 
of  all  property  belonging  to  the  association,  and  shall  have  general  super- 
vision of  the  team  managers. 

Sec.  3.  He  shall,  under  the  direction  of  the  board  of  directors,  pro- 
vide such  uniforms,  apparatus  and  grounds  as  may  be  necessary  for  the 
playing  of  the  several  games,  and  shall  be  custodian  of  the  same. 

Sec.  4.  He  shall,  by  and  with  the  advice  of  team  manager  and  team 
captain,  select  and  appoint  competent  persons  to  officiate  at  the  several 
games  played  with  other  teams. 

Sec.  5.  The  general  manager  may  be  deposed  by  a  three-fourths  vote 
of  the  entire  membership  of  the  association,  upon  recommendation  of  five 
members  of  the  board  of  directors. 

Article  10. — Team  Managers. 

Section  1.  The  managers  of  the  baseball  and  tennis  sections  shall  be 
elected  in  May,  the  manager  of  the  basket-ball  section  in  March,  and  the 
manager  of  the  football  section  in  December;  said  managers  to  be  elected 
by  the  members  of  their  respective  sections.  The  manager  of  each  sec- 
tion shall  call  a  meeting  for  the  election  of  manager  for  that  section  by 
posting  a  notice  at  least  five  days  before  said  election,  said  notice  to  state 
the  purpose  of  the  meeting.  The  election  of  all  section  managers  must 
be  confirmed  by  the  board  of  directors  before  they  shall  assume  their  re- 
spective duties.  The  baseball  manager  shall  be  a  member  of  the  board 
of  directors  from  January  till  August,  the  football  manager  from  August 
till  January,  the  tennis  manager  from  March  till  November,  and  the 
basket-ball  manager  from  November  till  March;  provided,  that  while  not 
active  members  of  the  board  they  may  attend  meetings  as  honorary 
members. 

Sec.  2.  Team  managers  and  captains  shall  be  under  the  control  of  the 
general  manager. 

Sec.  3.  They  shall  have  supervision  and  control  of  their  teams  abroad, 
collect  all  revenues  from  games  played  away  from  home,  according  to  the 
contracts  given  them  by  the  general  manager.  They  shall  pay  all  ex- 
penses of  the  teams  during  their  absence,  making  a  report  thereof  to  the 
general  manager  upon  their  return. 

Sec.  4.  They  shall  attend  all  meetings  of  their  section  committees  and 
keep  a  record  of  these  proceedings. 


52  Westeim  State  Normal  School. 

Sec.  5.  They  shall,  at  the  beginning  of  the  season  for  their  section, 
check  up  with  the  general  manager  all  apparatus,  suits,  etc.,  that  are 
provided  for  their  teams,  giving  the  general  manager  a  receipt  for  the 
same,  and  shall  give  to  the  general  manager,  as  needed,  a  written  report 
of  all  apparatus  and  material  needed  for  said  team.  They  shall,  during 
the  seasons,  be  custodians  of  the  apparatus  for  their  respective  sections, 
and  shall  turn  same  over  to  the  general  manager  at  the  close  of  the 
season. 

Sec.  6.  They  shall,  in  conjunction  with  the  coach  and  team  captain, 
find  players  for  their  respective  teams,  and  for  practice  games,  and  shall 
see  that  their  respective  teams  are  properly  cared  for  at  home  and 
abroad,  and  that  they  are  furnished  with  suitable  and  proper  uniforms 
or  supplies,  as  provided  for  in  section  5  of  this  article. 

Sec.  7.  Team  managers  may  be  deposed  for  cause  at  any  time  by  a 
vote  of  three-fourths  of  the  board  of  directors. 

Article  11. — Captains. 

Section  1.  The  team  captains  shall  be  chosen  by  ballot,  at  the  same 
time  with  the  team  managers.  Voters  in  all  sections  must  be  members 
of  the  first  team  or  substitutes. 

Sec.  2.  The  team  captains  of  the  respective  teams  and  general  man- 
ager shall  take  charge  of  their  teams  during  the  continuance  of  their 
respective  seasons;  they  shall,  in  conjunction  with  the  team  managers, 
secure  players  for  the  team  and  for  practice;  they  shall  offer  proper  op- 
portunity for  practice,  and  shall  conduct  the  same  under  the  direction  of 
the  duly  appointed  coaches;  they,  with  the  team  manager  and  coach,  shall 
select  the  members  of  and  substitutes  on  the  teams. 

Sec.  3.  Team  captains  may  be  deposed  for  cause  at  any  time  by  a 
vote  of  the  team,  as  below  stated,  confirmed  by  a  majority  vote  of  the 
board  of  directors.  The  vote  required  is,  in  football,  at  least  eight  mem- 
bers of  the  team;  in  baseball,  at  least  seven  members  of  the  team;  the 
other  sections,  by  at  least  two-thirds  of  the  members. 

Sec.  4.  The  section  committee  of  any  section  may  depose  for  cause 
any  member  of  the  section  team  at  any  time,  and  such  suspended  member 
cannot  be  reinstated  except  by  a  majority  vote  of  the  board  of  directors. 

Article  12. — Fees. 
Section  1.    The  dues  of  each  member  shall  be  fifty  cents  each  school 
year,  the  payment  of  which  shall  entitle  him  to  membership  in  one  sec- 
tion for  each  term  of  the  school  year  in  which  paid. 

Article  13. — Committees. 

Section  1.  There  shall  be  as  many  standing  committees  as  there  are 
sections  having  six  or  more  paid-up  members. 

Sec.  2.  These  committees  shall  consist  of  three  members  each,  consti- 
tuted as  follows:  The  general  manager,  who  shall  be  ex  officio  chairman 
of  each  committee;  the  team  manager,  who  shall  be  secretary  of  the  sec- 
tion committee  to  which  he  belongs;  the  team  captain.  These  committees 
shall  have  charge  of  all  matters  not  otherwise  provided  for  connected 
with  their  respective  sections. 

Article  14. — Meetings. 

Section  1.  The  annual  meeting  of  the  association  shall  be  held  on  the 
third  Tuesday  in  May. 

Sec.  2.  The  order  of  business  at  stated  meetings  shall  be:  (1)  Read- 
ing of  minutes  of  the  last  annual  meeting  and  of  special  meetings  held 
subsequent  thereto.     (2)   Report  of  the  board  of  directors.     (3)    Report 


Fifth  Annual  Catalogue. 


53 


of  the  treasurer.  (4)  Report  of  general  manager.  (5)  Report  of  the 
committees.  (6)  Unfinished  and  referred  business.  (7)  New  business. 
(8)  Elections.  O)  Adjournment.  This  order  of  business  may  be 
changed  by  a  two  !  birds  vote  of  the  members  present  and  voting. 

Sec.  3.  Upon  the  written  request  of  fifteen  members,  or  upon  request 
of  the  board  of  di  i  actors,  the  president  shall  call  a  special  meeting  of  the 
association. 

Sec.  4.  Fifteen  members  shall  constitute  a  quorum  for  the  transaction 
of  business  at  any  meeting  of  the  association. 

Sec.  5.  No  person  shall  be  permitted  to  vote  at  any  section  or  general 
meeting  who  does  not  hold  a  receipt  for  dues  paid  covering  the  time  of 
said  meeting,  and  no  proxies  shall  be  allowed  in  any  election. 

Sec.  6.  No  person  shall  be  permitted  to  play  in  any  practice  or  match 
games  who  does  not  hold  a  receipt  for  dues  paid  covering  the  time  of 
said  play,  and  no  manager  is  permitted  to  deviate  from  this  rule  except 
as  may  be  provided  by  the  board  of  directors. 

Article  15. — Amendments. 
Section  1„  This  constitution  may  be  amended  at  any  meeting  of  the 
association  by  a  two-thirds  vote  of  the  members  present;  provided,  that 
the  notice  of  the  proposed  amendment  or  amendments  shall  have  been 
furnished  to  the  secretary  and  posted  at  least  two  weeks  before  the  meet- 
ing at  which  it  is  proposed  to  consider  them;  and  provided  further,  that 
the  notices  of  such  meetings  shall  state  that  an  amendment  or  amend- 
ments to  the  constitution  will  be  brought  up  for  consideration;  provided 
further,  that  no  amendments  shall  be  made  to  article  2  or  article  8  with- 
out the  approval  of  the  Faculty  of  the  School. 


M^ 


GLIMPSE  OF  CREEK. 


" 


Annual  Catalogue  of  the 
Officers  and  Students 


of  the 


Western 
State  Normal  School, 

Hays,  Kansas. 


Sixth  Year-1907-'08. 


STATE  PRINTING  OFFICE, 
TOPEKA,  1908. 


Annual  Catalogue  of  the 
Officers  and  Students 


of  the 


Western 
State  Normal  School, 

Hays,  Kansas. 


Sixth  Year-1907-'08, 


STATE  PRINTING  OFFICE, 
TOPEKA,  1908. 

2436 


BOARD  OF  REGENTS. 


Term  Expires  in  J  909. 

L.  B.  KELLOGG,  Esq Emporia. 

F.  J.  ALTSWAGER,  Esq Hutchinson. 

CHARLES  G.  MESSERLEY,  Esq Osage  City. 

Term  Expires  in  1911. 

Supt.  A.  H.  BUSHEY Pittsburg. 

H.  W.  GRASS,  Esq La  Crosse. 

M.  F.  ARMINE,  Esq Council  Grove. 

Officers  of  the  Board. 

President A.  H.  Bushey. 

Vice-president H.  W.  GRASS. 

Secretary L.  B.  Kellogg. 


SCHOOL  CALENDAR,  1908-'09. 

1908. 

J  tin.     2,  Tuesday —  Opening  of  Summer  School,     First  Term. 

Jun.  19,  Friday /    „  „      .        .  _ 

Jun.  20,  Saturday S    County  Teachers  Examination. 

Jun.  26,  Friday I    ^  m       ,        ' 

Jun.  27,  Saturday f   County  Teachers  Examination. 

Jul.  24,  Friday |    „  ■      , 

Jul.   25,  Saturday \    County  Teachers   Examination. 

Jul.    31,  Friday -  Close  of  Summer  School. 

Aug.  28,  Friday i    „        „  ,  „.     ,  „ 

Aug.  29.  Saturday f    Free  Entrance  and  Final  Examinations. 

Sep.      1,  Tuesday —   First  Meeting  of  Classes  for  Second  Term. 

Oct.    23,  Friday )    County  Teachers'   Examination.     Opportunity  for  en- 

Oct.    21,  Saturday . .  I  rolled  students  to  write  on  questions. 

Nov.      5,  Thursday /  „  ,  „.      ,  _ 

N  6    F  "d  I    Eree  Entrance  and  Final  Examinations. 

Nov.     6,  Friday —  Close  of  the  Second  Term. 

Nov.     9,  Monday —   First  Meeting  of  Classes  for  Third  Term. 

Nov.  26,  Thursday -  Thanksgiving  Vacation. 

Dec.   19,  Saturday 

1909.  \  Holiday  Recess. 

Jan.      1,  Friday 

Jan.   21,  Thursday )    _        „  ,  „.     ,  _ 

t          «»«    -ti»  -^  t    Free  Entrance  and  Final  Examinations. 

Jan.  22,  Friday ) 

Jan.  22,  Friday -  Close  of  Third  Term. 

Jan.  22,  Friday \    „  „       ,        ,  „ 

Jan.   23,  Saturday \   County  Teachers  Examination. 

Jan.  25,  Monday —  First  Meeting  of  Classes  for  Fourth  Term. 

Feb.    12,  Friday  —  Holiday. 

Feb.   22,  Monday —  Holiday. 

Mar.  25,  Thursday ....)    ■„        „  ,  „.      ,  „         .       . 

Ma      2B    F  ida  i"   Eree  Entrance  and  Final  Examinations. 

Mar.  26,  Friday —  Close  of  Fourth  Term. 

Mar.  29,  Monday —  First  Meeting  of  Classes  for  Fifth  Term. 

May  30,  Sunday,       11:00  a.   m.—  Baccalaureate  Address. 
May  31,  Monday,      10:00  a.  m.—  Commencement  Exercises. 

Jun.     1,  Tuesday —  Opening  of  Summer  School. 

Jul.    30,  Friday , —  Close  of  Summer  School. 


! 


CALENDAR  FOR  1908-'09. 


JUNE,   1908. 

NOVEMBER,  1908. 

APRIL,    1909. 

S     M     T    W     T      F      S 

..     1    *     3    4    5     S 
7    8    9  10  11  12  13 
U  15  16  17  18  19  20 
21  22  23  24  25  26  27 
28  29  30  

S     M      T     W    T     F      S 

1     2    3    4    5    •    7 

8    *  10  11  12  13  U 

15  16  17  18  19  20  21 

22  23  24  25  26  27  28 

29  SO 

S     M     T     W     T     F     S 
\     2    3 

U    5    6    7    8    9  10 
11  12  13  14  15  16  17 
18  19  20  21  22  23  24- 
25  26  27  28  29  30 

JULY,  1908. 

DECEMBER,  1908. 

MAY,  1909. 

S     M    T     W      T     F     S 

12    3    4 

5    6    7    8    9  10  11   ! 
12  13  14  15  16  17  18 
19  20  21  22  23  24  25 
26  27  28  29  30  • 
1 : 

S     M      T    W     T     F      S    : 

....     12    3    4    5 

6    7    8    9  10  11  12 

13  14  15  16  17  18  19 

20  21  22  23  24  25  26 
27  28  29  30  31    . . 

S     M     T     W    T     F      S 
1 

2    3    4    5    6    7    S 

9  10  11  12  13  14  15 

16  17  18  19  20  21  22 

23  24  25  26  27  28  29 

30  * 

I 

AUGUST,  1908. 

JANUARY,   1909. 

JUNE,  1909. 

S     M     T       W     T     F     S 
! 1 

S     M      T    W     T      F     S 
1     2 

S    M     T     W     T     F     S 

....    *     2    3    4    5 
6    7    8    9  10  11  12 
13  14  15  16  17  18  19 
20  21  22  23  24  25  26 
27  28  29  30  

2     3     4     5     6     7     8 

9  10  11  12  13  U  15 

16  17  18  19  20  21  22 

23  24  25  26  27  28  29 

30  31 

3    4     5    6    7    8    9  : 
10  11  12  13  14  15  16 
17  18  19  20  21    •  23  • 
24.   *  26  27  28  29  30 
31 

SEPTEMBER,  1908. 

FEBRUARY,  1909. 

JULY,  1909. 

S     M      T     W    T     F     S 
....     *    2    3    4    5 
6     7    8    9  10  11  12 
13  14  15  16  17  18  19 
20  21  22  23  24  25  26 
27  28  29  30  

S     M     T     W     T     F     S 

..     1    2    3    4    5    6 
7    8    9  10  11  12  13 
U  15  16  17  18  19  20 
21  22  23  24  25  26  27 
28 

S    M     T     W    T     F     S 

\23 

4    5    6    7    8    9  10 

11  12  13  14  15  16  17 

18  19  20  21  22  23  24 

25  26  27  28  29    •  31 

OCTOBER,  1908. 

MARCH,  1909. 

AUGUST,    1909. 

S     M      T     W     T      F     S 
12    3 
l    5    6    7    8    9  10 
11  12  13  14  15  16  17 
18  19  20  21  22  23  24 
25  26  27  28  29  30  31 

S     M     T     W     T     F     S 

..     1    2    3    4    5    S 
7    8    9  10  11  12  13 
U  15  16  17  18  19  20 
21  22  23  24  25    •  27 
28    *  30  31   

S    M     T    W    T     F     S 
12    3     4     5     6     7 
8     9  10  11  12  13  U 
15  16  17  18  19  20  21 
22  23  24  25  26  27  28 
29  30  31    

*  Opening  day  of  term. 

*  Opening  of  Summer  School. 

*  Closing  day  of  term. 

4«  Commencement  exercises. 
Holidays  are  printed  in  italic  figures. 


THE  FACULTY. 

Names  arc  printed  In  the  order  of  election. 


PRESIDENT. 

JOSEPH  H.  HILL,  A.  M.,  D.  D.   (Kansas  State  Normal  School  and 
Northwestern  University) . 

PRINCIPAL. 

WILLIAM  S.  PICKEN   (Kansas  State  Normal  School). 

ASSISTANTS. 

ANNA  KELLER  (Kansas  State  Normal  School), 
Directress  Model  School. 

ERNEST  B.  MATTHEW  (Kansas  State  Normal  School), 

Mathematics  and  Public  Speaking. 

HARRY  L.  KENT  (Kansas  State  Normal  School), 

Natural   Sciences. 

LULU  BICE   (Western  State  Normal  School), 
Librarian. 

CHARLES  A.  SHIVELY,  A.M.   (State  Normal  School  and  University 

of  Kansas), 
Pedagogy. 

JENNIE  E.  NICKLES,  A.  B.  (University  of  Kansas), 
German. 

ANNETTE  FOSTER  (Kansas  State  Normal  School), 
English  and  Latin. 

JOHN  S.  BIRD  (Kansas  State  Normal  School), 
Commercial  Subjects,  Shorthand,  and  Typewriting. 

JULIA  M.  STONE  (Kansas  State  Normal  School), 

Model  District  School. 

J.  L.  PELHAM,  B.  S.  Agr.    (Kansas  State  Agricultural  College), 

Agriculture. 

J.  H.  BEACH*  (Kansas  State  Normal  School), 
History. 


C.  D.  FRANKENBERGER,  Janitor. 
'Elect 

(5) 


Western  Normal  School. 


Hays,  Kansas. 


REGISTER  OF  STUDENTS. 

June,  1907,  to  June,  1908. 


GRADUATING. 

THREE-YEAR   COURSE. 


Bice,  Claude  Francis, 

Hays. 

Bice,  Clayton  Carlette, 
Hays. 

Bice,  Lulu  May, 
Hays. 

Compton,  William  Truman  Swan,* 
La  Porte,  Tex. 

Crocker,  Benjamin  Franklin, 
Hays. 

Havemann,  Alfred, 
Hays. 


Jantzen,  Edward  Davis, 
B^airport. 

McVey,  Henry  Herbert, 
Togo. 

McVey,  James  Oliver, 

Togo. 

Motz,  Frank  S., 
Hays. 

Pearce,  Henry  Earl, 

Portis. 

Wallace,  Murray  Morton, 
Hays. 


TWO-YEAR  COURSE. 


Bice,  Aurilla  Ellen, 
Hays. 

Bice,  Gertrude  Iona, 
Hays. 

Brown,  Henry  J., 
Alton. 

Brumitt,  Hannah  Ellen, 
Hays. 

Christiansen,  Louis, 
Smoky  Hill. 

Dazey,  Roy  C, 
Hill  City. 

Dickinson,  Sophia  Grace, 
Hays. 

Farber,  Ora  B., 
Hoxie. 

Freeland,  Edith, 
Hays. 


Kraus,  Emma  Elizabeth, 
Hays. 

McVey,  Nellie  Frances, 
Togo. 

Rowlison,  Mabel  Allefretta, 
Hays. 

Runyon,  Laura  Edith, 
Hays. 

Ryan,  Mary  Alice, 
Hays. 

Solomon,  Ida  Belle, 

Hays. 

Sullivan,  Ward  Will, 
Hays. 

Swires,  Amy  Leala, 
Hays. 

Westbrook,  Olive  Ida, 
Hays. 


NOT  GRADUATING. 


Alfrey,  Blanche, 
McAllaster. 

Allen,  Lillian  M., 
Effingham. 

Amstutz,  Laura, 
Ransom. 

Appelhans,  Annie  Mary, 
Pfeifer. 

Arnhold,  Frederick, 
Victoria. 

Arnold.  Rebecca  Eldora, 
Hays. 


Bahl,  Elizabeth  Esther, 
Oakley. 

Baker,  Solora  Maude, 
Stockton. 

Barnes,  Carl, 
Hays. 

Barnes,  Elma  Leota, 
Hays. 

Basgall,  Aloisius  G., 
Pfeifer. 

Basgall,  Joseph  J., 
Hays. 


'Deceased. 


8 


Western  Normal  School. 


Basgall,  Martin  A., 

,   Pleitsy. 

Bixfcerj/^nomae-  H., 
•    '  *    Gorham. 

Bear,  George, 

Russell. 

Beezley,  Daisy, 
Penokee. 

Behan,  Ellen  Terry, 
Hays. 

Beleke,  Elizabeth  Anna, 
Hays. 

Beleke,  Frances  Barbara, 
Hays. 

Bell,  Beulah  Vida, 
Hays. 

Bell,  Neva  Mae, 
Hays. 

Bennett,  Clifford  H., 
Elkader. 

Bice,  Clyde  Wisner, 
Hays. 

Bice,  Mary  Elva, 
Hays. 

Bice,  Leo  Edson, 
Hays. 

Bice,  Vernon  Leslie, 
Hays. 

Bieker,  Aloysius, 
Schoenchen. 

Bird,  Charles, 
Atwood. 

Black,  Gertrude  Anna, 
Gorham. 

Bodmer,  Caleb  A., 
Dorrance. 

Bodmer,  Emma  Rose, 
Dorrance. 

Bosch,  Elizabeth  Olive, 
Gorham. 

Bowen,  Mary  Agnes, 
Speed. 

Brandt,  Myrtle  F., 
Gradan. 

Bratton,  Alma, 
Luray. 

Bratton,  Alta  Leona, 
Luray. 

Bratton,  Elmer  Evert, 
Luray. 

Brown,  Charlotte  E., 
Hays. 

Brown,  Elizabeth  Margaret, 
Russell. 

Brown,  Evalina, 
Hays. 

Brown,  Harry  Burton, 
Natoma. 

Brown,  Katherine, 
Hays. 

Brown,  Lizzie  Pearl, 


Bunker,  Jessie  Belle, 
Lucas. 

Butler,  George  Holloway, 
Walker. 

Byers,  Florence, 
Hays. 

Byers,  Frank, 
Hays. 

Calvert,  Frederick  William, 
Winona. 

Carl,  Anngel  Agnes, 
Cawker  City. 

Carl,  Cecil  Gray, 
Imperial. 

Carl,  Ethel  May, 
Imperial. 

Carty,  William, 
Beardsley. 

Cave,  LoRee, 
Hays. 

Cave,  Maggie  Upton, 
Hays. 

Chaddock,  Ethel  Evelyn, 
Rush  Center. 

Childears,  Opal  Clara, 
Emporia. 

Connelly,  Walter  Eugene, 
Luray. 

Connor,  May  T., 
Boyd. 

Cooper,  Grace  Belle, 
Dorrance. 

Copeland,  Grace  Ellen, 
Hays. 

Cox,  Cora  Winifred, 
Hays. 

Cox,  George  Henry, 
Hays. 

Cress,  Hugh  Irwin, 
Codell. 

Crissman,  E.  Grace, 
Hays. 

Crissman,  Harry  E., 
Hays. 

Crissman,  Mary  Margaret, 
Hays. 

Crow,  George  Forscythe, 
Kirwin. 

Culver,  Ella  P., 
Syracuse. 

Dalrymple,  Clara, 
Verdi. 

Daniels,  Verne  Edward, 
Luray. 

Darkes,  Carrie  Mabel, 
McCracken. 

Darkes,  Ida  May, 
McCracken. 

Davis,  Edwin, 
Studley. 

Davis,  Lola  May, 
Hays. 


Hays.  Kansas. 


DeBoer,  Guy, 
Bays. 

Denning,  Prudentius, 

Victoria. 

Dickerson,  Charles  Darwin, 
Garden   City. 

Dickerson,  Josie  May, 
Garden  City. 

Doyle,  Elsie  M., 
Bunkerhill. 

Dreher,  Gertrude  Ida, 
Natoma. 

Duff,  Inez  Marion, 
Lucas. 

Duff,  Isabel  Sarah, 
Lucas. 

Dugan,  Thomas  Ambrose, 
Logan. 

Dunlap,  Laura  Mae, 
Paradise. 

Durham,  Inez  Florence, 
Paradise. 

Dwyer,  Celia  Isadore, 
Gorham. 

Early,  Fred  Alvan, 
Hays. 

Eaton,  Lois  Mae, 
Mendota. 

Edwards,  Mabel  C, 
Hays. 

Ellis,  Bessie  Frances, 
Hays. 

Feitz,  Herman  G., 
Hays. 

Frankenberger,  Addie  Cook, 

Hays. 
Frankenberger,  Charles  Donald, 

Hays. 

Freese,  Alice  Lee, 
Hays. 

Furthmyer,  Katheryn  Effie, 
Gorham. 

Gardels,  Mary  Frieda, 
Turkville. 

Garvin,  Edith, 
Hays. 

Gatewood,  Eva, 
Hays. 

Gennette,  Adelard, 
Hays. 

Gill,  Harold  Hatfield, 
Hays. 

Girton,  Jessie  Elva, 
Luray. 

Gish,  Bertha  Mabel, 
Palco. 

Glaze,  Ethel  Leota, 
Luray. 

Goetz,  Joseph, 
Victoria. 

Goff,  Adah  R., 
Hays. 


(I renter.  Florence, 
inn  City. 

Griffith.  Walter, 

I  l.i  \  8. 

Groff,  Clara  Elsie, 
Ellis. 

Groff,  Joseph   Henry, 

Ellis. 

Gumble,  Madena  Jane, 
Codell. 

Haffa,  Lillie  W., 
Russell. 

Hall,  Margaret  Louise, 

Ellsworth. 

Hamilton,  Elsie  Elizabeth, 

Ness  City. 

Hanna,  E.  Gertrude, 
Hackberry. 

^arkness,  James  Gaines, 
Ransom. 

Harkness,  Katie  Hazel, 
Ransom. 

Harvey,  Charles  Emory, 
Quinter. 

Hatton,  Edna  Viola, 
Luray. 

Hawk,  Lula  May, 

Essex. 

Hazen,  Leslie  Eugene,  ' 
Centralia. 

Helm,  Mary  Huldah, 

Ellsworth. 

Henderson,  Carrie  Mae, 
Palco. 

Hillman,  Mabel  Mary, 
Natoma. 

Hoagland,  Frank  Bice, 
Codell. 

Hoagland,  Lee  Gilbert, 
Codell. 

Hobbs,  Artimisia, 
Hays. 

Hobbs,  Maude  May, 
Turkville. 

Hogan,  Rose, 
Hill  City. 

Holl,  Clara  Roxana, 
Russell. 

Holmes,  Cecelia, 
Rush  Center. 

Holzmeister,  Apollonia  Annie, 
Bison. 

Holzmeister,  Lena  Elizabeth, 
Bison. 

Hopper,  Brownlow, 
Hays. 

Hopson,  Eliza, 

Luray. 

Horton,  Margaret  May, 
Ellis. 

Hoskins,  Bethena  Stella, 
Codell. 


10 


Western  Normal  School. 


Hoskins,  Laura  Belle, 
Codell. 

Humphries,  Nelle, 
Lucas. 

Husband,  Jessie, 
Speed. 

Ivan,  Barbara  Katherine. 
Col  Iyer. 

Jacobs,  John, 
Pfeifer. 

Jacobs,  Joseph, 
Pfeifer. 

Jacobs,  Mary  Helen, 

Hays. 

Johansen,  James  Walter, 
Hays. 

Johnson,  Christena, 

Hays. 

Johnson,  Lily, 

Hays. 

Jones.  Grace  Geneva, 
La  Crosse. 

Joslin,  Katherine  Maude, 
Hays. 

Joslin,  Pearl  Mollie, 

Hays. 

Joy,  Eartha, 
Hays. 

Keiner,  John  Alexander, 
Hays. 

Kell,  James  Alva, 
Dighton. 

Kerns,  Albert  Harrison, 
Winona. 

Kincaid,  Hazel  Kirk, 
Marvin. 

Kingslev,  Harrison, 

Ellis. 

Knoche,  Fredella, 
Hays. 

Knoche,  Otto  Keif, 

Hays. 

Knoche,  Virginia, 

Hays. 

Knox.  Grace  Marie, 

Essex. 

Knox.  Homer  Addison, 

Essex. 

Koerner,  Alexander, 
Hays. 

Kunz,  Amelia, 
Gorham. 

Leighton,  Isa, 
Catalpa. 

Leiker,  Henry, 
Munjor. 

Lippert,  Mattie  Maye. 
Bison. 

Loreditsch,  Clara, 

Hays. 

Loyd,  Ulysses, 
Leland. 

Luckinbill,  Jennie, 
Damar. 


Lund,  Alice  Henrietta/ 
Hackberry. 

McBurney,  Francis  Donald, 
Bison. 

McCloud,  Lillian, 
Dighton. 

McFadden,  Pearl  Edith, 
Xatoma. 

Mcintosh,  Clara  Belle, 
Bantam. 

Macintosh,  Elsie, 
Hays. 

McKittrick,  Maggie  M., 
Ellsworth. 

McVey,  Alpha, 
Togo. 

McVey,  Marguerite, 
Togo. 

McVey,  Ruth  Faye, 
Togo. 

Marquardt,  Andrew, 
Bison. 

Marsh,  Carrie  Alice, 
Bunkerhill. 

Matthew,  Grace, 
Webster. 

Matthew,  Harry  Virgil, 
Webster. 

Meier,  Andrea, 
Hays. 

Meier,  Elizabeth, 
Hays. 

Meyer,  Alvin, 
Bison. 

Meyer,  Henrietta  Dorinda, 
Hays. 

Miller,  Anna  Elizabeth, 
Syracuse. 

Miller,  Scholastica  Agnes, 
Hays. 

Mills,  Edith  Aurelia, 

Gorham. 

Mooer,  Lillie  Belle, 
Bison. 

Moore,  Grover  Cleveland. 
Wayne. 

Moore,  Lily  Ida, 
Hays. 

Moore,  Lura  Patience, 
Morland. 

Morgan,  Altena, 
Hays. 

Morgan,  Clinton  Hawthorne, 
Winona. 

Morgan.  Lillie  Myrtle, 
Morland. 

Morgan  Prudence  Martha, 
Winona. 

Morton,  Alice, 
Ellsworth. 

Muck,  Ruth  Emeline, 
Dorrance. 

Mulroy,  Mary  Agnes, 
Hays. 


Hays,  Kansas. 


11 


Murdy,  Florence, 
Boyd. 

Nickels,  Lila  Gaynell, 

Hays. 

Nielson,  John  Andrew, 
Fair  port. 

Ochs,  Mary  Elizabeth, 

Russell. 
O'Connor,  Nora  Agnes, 

Waldo. 

O'Connor,  Rose, 
Waldo. 

Oshant,  Frederick, 
Hays. 

Palmer,  Myrtle  May, 
Hays. 

Palmer,  William  Edward, 
Hays. 

Parker,  Robert  I., 
Lincoln. 

Parkhurst,  Verna  Luvera, 
Plainville. 

Parks,  Ralph  Roy, 
WaKeeney. 

Peppiatt,  Florence  Nell, 
Ellsworth. 

Peterson,  Emma, 
Hill  City. 

Peterson,  Hilma, 
Page. 

Picken,  Chat  Alan, 
Hays. 

Picken,  Lucy  Lillian, 
Hays. 

Pierce,  Edith  Irma, 
Hays. 

Pierce,  Ethel  Helena, 
Hays. 

Pratt,  Candace  Audencia, 
Hays. 

Presson,  Elsie  Margaret, 
Neosho,  Mo. 

Price,  Harry  Alvin, 
Russell. 

Ramsey,  Myrtle  Agnes, 
Ellis. 

Reed,  Anna  Gertrude, 
Hays. 

Ringeisen,  Anna  Swenna, 
Gorham. 

Robb.  Carrie, 
Osborne. 

Robb,  Edgar  M., 
Osborne. 

Robinson,  John  Lee, 
Codell. 

Rowlison,  Ethel  Aletha, 
Hays. 

Runyon,  Walter  Alpha, 
Hays. 

Rusco,  William, 
Clifton. 

Rutherford,  Orra  L., 
Morland. 


Schmidt,  Stephen, 

LiebenthaL 
Schumacher,  Henry, 

Victoria. 

Schwaller,  Elizabeth, 
Hays. 

Scott,  Edmond, 
Hays. 

Scott,  Frank, 
Hays. 

Scott,  Mabel, 
Gradan. 

Shaffer,  Ida  M., 
Hays. 

Shamberg,  Earl, 
Codell. 

Shauers,  Agness  Etta, 

Ness. 

Shauers,  Gracie  Esther, 

Ness. 

Shelton,  Alpha, 
Hays. 

Searl,  Anna  Winnifred, 
Morland. 

Shirk,  Frank, 
Lincoln. 

Smith,  Amy, 

McDonald. 

Smith,  Bessie  Bell, 
Ellsworth. 

Smith,  Hallie  Bordeaux, 
Gill. 

Smith,  Lottie  A., 
McDonald. 

Soukup,  Eleanor  R., 
Kanopolis. 

Spratt,  Donald, 
Hays. 

Stech,  Olive  Mary. 
Grinnell. 

Steed,  Charles  E., 
Densmore. 

Steed  Sophia  Minnie, 
Densmore. 

Steele,  Dennis  L., 
Ness  City. 

Steinle,  Katherine  Elizabeth, 
Wilson. 

Stewart,  Laura  Viola, 
Beeler. 

Stout,  Olive  May, 
Hays. 

Stover,  Anna  Elizabeth, 
Winona. 

Stover,  Maggie, 
Winona. 

Stradal,  Carrie  A., 
WaKeeney. 

Sullivan,  Wallace, 

Thompsonville,  III. 

Sweat,  Lucy  Katherine, 
Cedars. 

Swearingen,  Florence  Isabel, 
Lucas. 


12 


Western  Normal  School. 


Thomas,  Roy, 
Hays. 

Ukele,  Lulu  A., 
Gill. 

Underhill,  Jessie  Hamilton, 

Ellis. 

Unrein,  Antony, 
Hays. 

Vermilion,  Myrtle  Frances, 
Ransom. 

Vermilion,  Rosa  Florence, 
Ransom. 

Waggoner,  Oscar  Earl, 
Morland. 

Wagner  Caroline  Freddie, 
Hays. 

Wagner,  Katherine  Bertha, 
Hays. 

Wallace,  Ada, 
Fingal. 

Ward,  Lincoln  A., 
Hays. 

Weatherman,  Lillian, 

Russell  Springs. 
Weigel,  Joseph  J., 

Victoria. 


Weigel,  Valentine  Albert, 
Victoria. 

West,  Stella  R., 
Hays. 

Westbrook,  John  Edward, 
Hays. 

Wharton,  Katherine  Josephine, 
McCracken. 

Wheatcroft,  Lester  Lewis, 
Utica. 

Whisnant,  Albert  F., 
St.    Francis. 

Weisner,  Jacob  M., 

Ellis. 

Wilson,  Charles  Dudley, 
Hoxie. 

Wilson,  Pansy, 
Hoxie. 

Witt,  Frances, 
Gorman. 

Wortman,  Ella  A., 

Ness  City. 

Young.  Hilda  Sophia, 
Hays. 


COUNTIES  REPRESENTED. 

The  following  twenty-nine  counties  were  represented  during  the  past 
year: 

Atchison    1 

Barton   2 

Cheyenne  1 

Ellis   137 


Ellsworth 7 

Finney   7 

Gove   6 

Graham    23 

Hamilton 2 

Lane 3 

Lincoln     2 

Logan     10 


Lyon 1 

Mitchell   1 

Nemaha    1 

Ness   11 

Osborne    10 

Ottawa 1 

Phillips 2 

Rawlins   4 

Republic 1 

Rooks 13 

Rush 17 

Russell   37 


Sheridan    4 

Smith 1 

Thomas    3 

Trego   6 

Washington 1 

Out  of  the  state  : 

Illinois   1 

Missouri 1 

Texas ._. 1 

318 
,    39 


Model  district  school. 
Total  enrolment  .  .  . 


357 


FLOOR  PLANS   OF  THE   MAIN  BUILDING. 

(See  opposite  page.) 


Basement : 

1,  Manual  training. 

2,  Ladies'  rest-room. 

3,  4,  7,  8,  Toilet-rooms. 

5,  Boiler-room. 

6,  Chemistry  laboratory. 

9,  11,  Physical  laboratories. 
10,  Agriculture  laboratory. 
13,  14,  Model  training-school. 
15,  Museum. 
B-B,  Bicycle-rooms. 


First  Story  : 

A,  Auditorium. 

1,  Reception-room. 

2,  Mathematics. 

3,  History. 

4,  Dressing-room. 

5,  6,  Pedagogy. 
0-0,  Offices. 

V,  Fireproof  vault. 
7,  Drawing. 
L,  Library. 


Second  Story : 

1,  2,  7,  8,  Commercial  department. 

3,  Agriculture. 

4,  English. 

5,  German. 

6,  Literati  Hall. 
9,  Lyceum  Hall. 

10,  Apparatus-room. 
A,  Auditorium. 
G,  Auditorium  gallery. 


14  Western  Normal  School. 


POSITIONS  AS  TEACHERS. 


The  experience  of  the  past  few  years  has  taught 
us  that,  with  the  increased  demand  for  trained 
teachers,  school  boards  and  school  principals  are 
turning  more  and  more  to  the  Normal  School  with 
their  inquiries  for  efficient  teachers.  At  no  time 
during  the  past  year  have  there  been  available 
candidates  with  the  necessary  qualifications  to 
meet  all  of  the  demands,  and  we  have  been  able 
to  place  advantageously  not  only  our  graduates, 
but  many  experienced  undergraduate  teachers. 
The  authorities  of  the  School  are  glad  to  cooperate 
with  school  officers  and  to  aid  in  the  discrimi- 
nating selection  of  good  teachers  for  the  schools. 
Correspondence,  therefore,  on  this  subject  is  wel- 
come. Students,  also,  may  be  assured  of  our  de- 
sire to  render  them  courteous  and  intelligent  serv- 
ice in  finding  positions.  The  enlargement  of  op- 
portunity that  comes  to  the  growing  teacher  by 
attendance  upon  the  Western  State  Normal  School 
is  by  no  means  a  small  element  of  its  value  to  the 
student. 


Hays,  Kansas.  i 


ENTRANCE  REQUIREMENTS. 


1.  Students  who  hold  county  diplomas,  or  who  present  other 
credentials  indicating  the  completion  of  eighth-grade  work 
with  no  evidence  of  additional  study  or  maturity,  and  students 
ivho  hold  third-grade  certificates,  will  be  admitted  without  ex- 
amination to  the  studies  of  the  county  certificate  year.  Holders 
of  certificates  above  the  third  grade  will  be  admitted  without 
examination  to  the  work  of  the  first  year  of  the  Normal  cer- 
tificate courses,  except  that  they  must  complete  the  prepara- 
tory work  of  the  county  certificate  year  in  all  subjects  in  which 
their  certificates  do  not  show  satisfactory  grades.  The  grade 
required  for  passing  is  eighty  per  cent. 

2.  Graduates  of  approved  four-year  high-school  courses  who 
have  completed  the  required  sixteen  units  of  the  standard 
Normal  high-school  course,  or  their  equivalents,  will  be  ad- 
mitted to  the  third  year  of  the  life  diploma  course. 

3.  Students  who  have  completed  two  years  or  more  of  high- 
school  work  may  be  admitted  without  examination  to  the 
county  certificate  year  with  subsequent  recognition  of  their 
high-school  work  so  far  as  it  may  apply  as  credit  on  the  first 
two  years  of  the  Normal  life  diploma  course. 

4.  Candidates  for  admission  not  meeting  the  above  require- 
ments may  be  admitted  to  Normal  classes  by  examination  in 
the  following  subjects:  Arithmetic,  reading,  political  geog- 
raphy, United  States  history,  grammar  and  penmanship.  The 
minimum  passing  grade  is  eighty  per  cent.  Work  in  the  other 
subjects  of  the  county  certificate  year  must  be  completed  be- 
fore work  requiring  them  as  antecedent  can  be  taken  in  the 
Normal  course,  and  the  record  in  all  these  subjects  must  be 
made  before  the  completion  of  the  first  two  years  of  the  Nor- 
mal course. 


16 


Western  Normal  School. 


COURSE  OF  STUDY. 


THE  COUNTY  CERTIFICATE  YEAR. 

The  work  of  this  year  includes  a  term*  each  in  the  following  subjects  :  Arith- 
metic, grammar,  United  States  history,  political  geography,  physical  geography,  pen- 
manship, reading,  Kansas  history,  algebra,  elementary  school  management  (theory 
and  practice),  United  States  constitution,  physiology,  bookkeeping,  literature,  general 
history  and  physics. 

NORMAL  DEPARTMENT. 

FIRST   YEAR. 


Required. 

Arithmetic two  terms. 

Botany two  terms. 

Drawing two  terms. 

Elocution one  term. 

Political  Geography.  .  .  .one  term. 

English- two  terms. 

Rhetoric two  terms. 


Elective. 
(Four  terms  to  be  taken). 

Agriculture four  terms. 

Manual    Training two  terms. 

Commerce four  terms. 

Latin four  terms. 

German four  terms. 


SECOND   YEAR. 


Required. 

Algebra two  terms. 

Geometry two  terms. 

Physics one  term. 

Music one  term. 

American  History one  term. 

Psychology one  term. 

General    History one  term. 


Elective. 

(Seven  terms  to  be  taken). 

Agriculture four  terms. 

Latin four  terms. 

German four  terms. 

Zoology ' two  terms. 

Geology two  terms. 

Elocution two  terms. 

General  History two  terms. 

History  and  Civics two  terms. 

Chemistry two  terms. 

Physiology one  term. 

Physics one  term. 

Music one  term. 

Students  who  desire  one-year  state  certificate  at  close  of  two  years'  work  will  sub- 
stitute a  term  each  of  teaching,  school  administration  and  methods  from  the  third 
year's  work  for  thirty  weeks  of  elective  work  of  the  second  year. 


THIRD   YEAR. 

Required. 


Psychology two 

Teaching two 

Mathematics one 

Oral   English one 

Drawing one 

General  Methods one 

Geography one 

Literature   one 


terms. 

terms. 

term. 

term. 

term. 

term. 

term. 

term. 


Physiology one  term. 

Public  Speaking one  term. 

Biological  Science one  term. 

General  History one  term. 

Physical  Training one  term. 

School  Administration,  .one  term. 

(Completion  of  the  three  years  of 
work  is  rewarded  by  a  three-year  state 
certificate.) 


*By  a  "term"  a  period  of  nine  or  ten  weeks  is  meant. 


Hays,  Kansas.  17 


FOURTH    YEAR. 


Elective, 

Four  terms  of  free  electives. 

'  1  !omple1  Ion    of    the    four    v  a 
work  La  rewarded  by  a  diploma,  which  is 
a   life  certificate.  I 


Required. 
History  of  Education.  .  .two  terms. 

Teaching two  terms. 

Child  Psychology one  term. 

Biological  Science one  term. 

History two  terms. 

Physical   Science one  term. 

Principles  of  Education,  four  terms. 

Literature   one  term. 

School  Administration . .  one  term. 

THIRD   AND   FOURTH    YEARS   OF   LIFE   DIPLOMA    COURSE   BY   GROUPS. 

1.  Psychology  and   Philosophy.      Four  required.      (Psychology   and 
Child  Psychology,  Principles  of  Education.) 

2.  Educational  History  and  Practice.     Four  required.      (History  of 
Education,  School  Administration.) 

3.  Teaching,  General  and  Applied  Method.     Five  required. 

4.  English.     Two  required. 

5.  Expression.     Two  required. 

6.  History.     Three  required. 

7.  Mathematics.     One  required. 

8.  Biological  Science.     Two  required. 

9.  Physical  Science.     One  required. 

10.  Geography.     One  required. 

11.  Physical  Culture.    Two  required. 

12.  Graphic  Art.    One  required. 

13.  Manual  Art. 

14.  Music. 

15.  Foreign  Languages  (Latin  or  German). 

16.  Commerce. 

Thirty-two  courses  must  be  taken — twenty-eight  required,  four  courses 
free  elective.  In  group  6,  one  must  be  in  American  history,  one  in  general 
history  and  economics;  in  group  7,  one  must  be  in  oral  English,  one  in 
public  speaking;  in  group  8,  one  in  physiology,  one  in  physical  training. 

THE  ACCREDITED  NORMAL  HIGH-SCHOOL  COURSE. 

The  completion  of  an  accredited  Normal  high-school  course  admits 
without  condition  to  the  third  year  of  the  life  diploma  course,  and  the 
work  of  the  last  year  may  be  so  arranged  that  by  the  proper  substitutions 
in  the  Normal  department  the  one-year  certificate  may  be  granted.  The 
course  is  made  to  conform  to  the  standards  set  by  the  State  Board  of 
Education  for  the  Normal  high-school  course. 

The  following  is  a  statement  of  the  required  and  elective  units.  Six- 
teen units  must  be  taken  to  complete  the  course : 

I.    English — four  units.    Three  units  required. 

II.    Mathematics — four  and  one-half  units.     Two  and  one-half  units 

required. 

Algebra,  one  and  one-half  units. 
Geometry,  one  and  one-half  units. 
Arithmetic,  one-half  unit. 
Advanced  algebra,  one-half  unit. 
Trigonometry,  one-half  unit. 

III.    Foreign  Languages — Latin,  four  units;  German,  three  units. 


18 


Western  Normal  School. 


IV.    Physical  Science — two  and  one-half  units.    One  unit  required. 

Physics,  one  unit. 
Chemistry,  one  unit. 
Physiography,  one-half  unit. 

V.    Biological  Science — two  and  one-half  units.    One  unit  required. 

Botany,  one  unit. 
Zoology,  one  unit. 
Physiology,  one-half  unit. 

VI.    History — four  and  one-half  units.     Two  units  required,  one  of 
which  shall  be  American  history  (including  Kansas  history). 

Greek  and  Roman,  one  unit. 
Medieval  and  modern,  one  unit. 
English,  one  unit. 

American   (including  Kansas),  one  unit. 
Civics,  one-half  unit. 

VII.   Commercial — four  units. 

Bookkeeping  and  business  practice,  one  unit. 
Commercial  law,  one-half  unit. 
Commercial  geography,  one-half  unit. 
Stenography,  one  unit. 
Typewriting,  one-half  unit. 
Business  arithmetic,  one-half  unit. 

VIII.    Arts — four  units.     One  unit  required. 

Manual  training,  one  unit. 

Domestic  science,  one  unit. 

Free-hand  and  mechanical  drawing,  one  unit. 

Music,  one  unit. 

IX.    Pedagogy — two  units.    Both  required. 

Psychology,  one-half  unit. 

Methods  and  management,  one-half  unit. 

Review  of  common  branches,  one  unit. 


MODEL  DISTRICT   SCHOOL   INTERIOR. 


Hays,  Kansas.  19 

DIPLOMAS  AND  CERTIFICATES. 


COUNTY  EXAMINATIONS. 

Upon  the  payment  of  the  usual  examination  fee  of  one  dollar,  regu- 
larly enrolled  students  of  the  Western  State  Normal  School  may  present 
themselves  for  examination  for  county  certificates  to  be  conducted  under 
the  supervision  of  the  officers  of  the  Western  State  Normal  School  at  any 
time  when  such  an  examination  is  given  at  any  point  in  the  state.  The 
papers  in  such  examination  will  be  sent  to  any  county  designated  by 
the  applicant,  there  to  be  examined  by  the  county  board  of  examiners, 
who  will  issue  certificates  to  the  successful  applicants  under  the  same  con- 
ditions as  if  the  examination  had  been  conducted  under  their  supervision. 

ONE-YEAR  CERTIFICATE. 

A  one-year  state  certificate  is  granted  to  such  students  of  the  Western 
State  Normal  School  as  apply  for  it,  who  have  been  at  least  twenty  weeks 
in  attendance  and  have  completed,  successfully,  the  first  two  years  of  the 
life  diploma  course,  substituting  school  administration,  methods,  teaching 
(ten  weeks  each),  for  thirty  weeks  of  elective  work  in  the  second  year. 

High-school  graduates  who  are  candidates  for  the  one-year  certificate 
must  have  attended  the  Western  State  Normal  School  twenty  weeks  and 
have  completed  eighty  weeks  of  work  after  meeting  the  conditions  of  the 
standard  Normal  high-school  course.  The  eighty  weeks  must  include 
general  methods  and  ten  weeks  of  teaching  and  six  other  courses  from 
the  required  courses  of  the  third  and  fourth  years,  not  more  than  two 
of  the  six  being  taken  from  any  one  group.  This  certificate  is  not  re- 
newable. 

THREE-YEAR  CERTIFICATE. 

A  three-year  state  certificate  may  be  issued  upon  completion  of  three 
years  of  work  of  the  life  diploma  course,  including  all  the  required  work 
of  the  first  two  years. 

High-school  graduates  who  are  candidates  for  the  three-year  certifi- 
cates must  have  attended  the  Normal  School  twenty  weeks  and  have  com- 
pleted 160  weeks  of  work  after  meeting  the  conditions  of  the  standard 
Normal  high-school  course.  The  160  weeks  of  work  must  include  ten 
weeks  of  general  methods  and  twenty  weeks  each  of  teaching  and  psy- 
chology. The  remaining  courses  may  be  selected  from  the  third  and 
fourth  years,  not  more  than  two  to  be  taken  from  any  one  group.  This 
certificate  is  not  renewable. 

LIFE  CERTIFICATE. 

On  completion  of  the  four-year  life  certificate  course  a  diploma  is  is- 
sued which,  without  any  further  inspection  or  approval,  is  a  life  certificate 
to  teach  in  the  public  schools  of  Kansas,  including  those  of  all  classes  of 
cities  and  high  schools.  Students  completing  the  work  in  any  term  of  the 
year  are  entitled  at  once  to  the  legal  privileges  incident  to  graduation; 
but  they  are  listed  with  the  class  of  the  succeeding  June  and  their  diplo- 
mas are  usually  issued  at  the  June  commencement.  The  roll  of  the  class 
for  graduation  is  made  up  at  the  beginning  of  the  fifth  term,  nine  weeks 
prior  to  commencement,  and  all  work  except  such  as  is  included  on  the 
class  permit  for  that  term  must  be  completed  by  that  time  in  order  that 
students  may  be  listed  for  graduation  with  the  class. 


20  Western  Normal  School. 

HISTORY  OF  THE  SCHOOL. 


Following  in  a  sketch  from  the  Fifteenth  Biennial  Report  of  the  State 
Superintendent  of  Public  Instruction: 

"The  portion  of  land  set  apart  by  the  state  for  the  use  of  the  School, 
under  act  of  Congress  of  March,  1900,  includes  a  total  of  4055  acres,  most 
of  it  excellent  farming  land.  The  average  value  of  the  land  is  not  less 
than  twenty-five  dollars  per  acre;  a  fine  endowment  for  a  young  school. 
The  provisions  of  the  act  of  Congress  prevent  the  alienation  of  any  of  the 
land  by  the  state,  so  that  the  endowment  is  perpetual. 

"School  opened  in  some  of  the  buildings  of  old  Fort  Hays  for  a  summer 
term  June  23,  1902.  Since  then  work  has  continued  with  no  cessation,  ex- 
cept the  short  summer  vacation  in  August  of  each  year.  Five  terms  of 
ten  weeks  each  constitute  a  full  year's  session.  Commencing  with  a  two- 
years  course,  offering  a  total  of  320  weeks'  work,  and  a  Faculty  of  two 
resident  regular  members,  the  institution  has  progressed  until  now  890 
weeks'  work  are  offered,  and  a  resident  Faculty  of  ten  are  in  charge. 
Exactly  three  times  as  many  students  are  enrolled  for  the  present  term 
as  were  enrolled  for  the  corresponding  term  four  years  ago.  Last  year's 
total  enrolment  reached  the  unexpected  figure  of  201,  and  the  present  in- 
dications are  that  the  250  mark  will  easily  be  passed  the  current  year. 

"Of  the  25  graduates,  12  are  teaching,  1  is  principal  of  a  county  high 
school,  1  is  a  county  superintendent,  6  are  doing  postgraduate  work  in  this 
institution,  and  3  are  enrolled  in  universities.  Thus  are  the  purposes  for 
which  the  school  was  established  conserved.  A  well-appointed  model 
school,  now  in  successful  operation,  insures  better  preparation  of  our 
students  for  teaching  than  has  been  possible  heretofore. 

"The  first  building  used  for  classrooms  and  assembly  purposes  was  the 
hospital  building  of  Fort  Hays.  The  old  stone  guard-house  was  utilized 
at  the  same  time  as  a  gymnasium.  In  these  limited  and  unsuitable  quar- 
ters, on  a  site  remote  from  town,  school  was  maintained  for  two  years. 
At  the  opening  of  the  fall  term  of  1904  came  the  removal  to  a  handsome 
and  modern  building  erected  by  the  state  on  a  site  near  Hays  at  a  cost  of 
$20,000.  The  legislature  of  1905  appropriated  $15,000  for  a  new  gym- 
nasium. Completed  the  1st  of  April,  1906,  this  is  at  this  date  the  best 
gymnasium  building  in  use  at  any  of  the  state  educational  institutions. 

"The  situation  selected  for  the  school  is  such  that  fine  facilities  for  out- 
door sports  are  afforded.  Eighty  acres  are  set  aside  for  a  campus,  por- 
tions of  which  give  ideal  grounds  for  running-track,  golf,  baseball,  basket- 
ball, football,  and  tennis.  The  campus  is  skirted  on  the  south  and  west  by 
a  fine  grove  of  timber  lining  both  sides  of  a  body  of  water  some  two  miles 
in  length,  upon  which  boating  and  skating  are  excellent  in  their  respective 
seasons.  This  stretch  of  water  results  from  the  damming  of  a  never- 
failing  stream  of  clear  water  which  crosses  the  Fort  Hays  reservation. 
Good  steel  rowboats  are  among  the  athletic  properties  of  the  school. 

"Ministering  as  the  Western  Normal  does  to  the  higher  educational 
needs  of  the  western  three-fourths  of  Kansas,  there  can  be  little  doubt  as 
to  the  future  growth  and  prosperity  of  the  young  institution.  It  has 
already,  though  but  a  trifle  over  four  years  old,  secured  for  itself  a  strong 
place  in  the  esteem  and  affection  of  the  people  of  western  Kansas." 

Since  the  foregoing  appeared  two  wings  to  the  main  building  have 
been  built  at  a  cost  of  $40,000. 


Hays,  Kansas.  21 


MISCELLANEOUS. 


DISCIPLINE. 

Many  of  our  pupils  have  already  had  some  experience  in  practical 
life,  so  that  they  become  valuable  aids  in  developing  a  healthy  school 
sentiment.  This  renders  few  restraints  necessary.  Still,  every  effort  of 
the  Faculty  is  given  towards  making  the  pupils  self-reliant,  self-controlled 
men  and  women ;  and  those  whose  best  endeavor  is  not  in  accord  with  this 
purpose  are  summarily  dismissed  from  the  School. 

ADMITTANCE   AND   CREDITS   FROM   HIGH   SCHOOLS. 

The  Principal  of  the  Faculty  will  take  pleasure  in  corresponding  with 
school  principals  and  superintendents  who  may  desire  to  make  such  ar- 
rangements as  may  be  necessary  in  order  that  their  high-school  diplomas 
may  admit  candidates  to  the  Normal  Department  of  the  School  without 
examination,  or  who  may  contemplate  adopting  a  course  of  study  which 
would  give  graduates  advanced  standing. 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the 
regular  recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a 
student  can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order 
to  retain  their  places  in  school.  One  who  does  not  carry  as  many  as  two 
studies,  or  who  habitually  fails  in  studies  taken,  is  required  to  show  the 
Principal  cause  why  he  should  not  be  dismissed. 

ADVICE. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  pres- 
ent at  the  opening  of  the  session.  The  student  who  is  behindhand  then 
rarely  makes  up  what  he  has  lost,  and  will  feel  a  constantly  increasing 
embarrassment  throughout  the  entire  term.  The  habit  which  is  thus  in- 
dulged indicates  a  lack  of  fitness  for  the  profession  of  teaching.  Those 
students  whose  standing  is  to  be  determined  by  examination  should  be 
present  on  the  days  appointed;  otherwise,  they  will  subject  themselves  to 
the  inconvenience  and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  in- 
formation that  it  does  not  supply. 

SUMMER  SCHOOL. 

A  Summer  School  of  nine  weeks  is  now  a  regular  term  in  the  school 
year.  The  next  session  will  open  June  1,  1909,  and  the  fee  will  be  fifty 
cents  per  week. 

POINTS  TO  BE  NOTED. 

The  Western  State  Normal  School  is  located  at  Hays,  on  the  Union 
Pacific  railway,  on  a  part  of  the  Fort  Hays  reservation  contiguous  to  the 
town. 

Land. — The  institution  owns  over  4000  acres  of  land,  with  over  two 


22  Western  Normal  School. 

miles  of  fine  timber  along  Big  creek,  the  water  of  which,  held  by  a  good 
dam,  affords  a  magnificent  opportunity  for  boating,  fishing,  and  skating, 
in  season. 

Buildings. — The  main  building  is  a  handsome,  substantial  building  of 
stone,  equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water- 
closets,  shower-baths,  and  other  modern  conveniences.  In  1907-'08  the 
sum  of  $40,000  was  spent  for  additions  to  this  building,  making  it  one  of 
the  best  State  Normal  buildings  in  Kansas. 

The  handsome  gymnasium  building  was*  completed  in  May,  1906. 
Thoroughly  modern  and  well  equipped,  it  is  one  of  the  finest  gymnasia 
now  in  use  at  any  of  the  state  educational  institutions. 

A  boiler-house  for  heating  plant  completes  list  of  buildings  on  campus. 
Janitor's  residence  and  emergency  hospital  are  just  south  of  campus, 
across  creek. 

Entrance  Requirements. — Graduates  of  high  schools  and  holders  of 
professional,  first-grade  or  second-grade  county  certificates  enter  Normal 
Department  without  examination.  Others  may  enter  Normal  Department 
upon  passing  a  successful  entrance  examination  (average  grade  of  eighty 
per  cent,  required)  upon  arithmetic,  reading,  geography,  grammar,  United 
States  history  and  penmanship. 

County  Certificate  Classes. — These  classes  prepare  for  entrance  to 
the  Normal  Department  and  fit  teachers  for  examination  for  second  and 
higher  grades  of  county  certificates.  Holders  of  third-grade  certificates 
and  graduates  of  district  schools  enter  these  classes  without  examination. 

Courses. — Three  courses  are  provided — a  two-year  course,  a  three- 
year  course,  and  the  life  certificate  course  of  four  years. 

State  Certificates. — Each  of  foregoing  courses  leads  to  a  diploma; 
that  of  shortest  course  being  a  one-year  state  certificate,  the  next  a  three- 
year  state  certificate  and  the  last  the  life  certificate. 

Tuition. — No  tuition  is  charged  in  Normal  Department.  County  cer- 
tificate classes  call  for  £ee  of  fifty  cents  per  week  when  three  or  more  sub- 
jects are  taken. 

Board  and  Rooms. — Good  table  board  can  be  had  for  three  dollars  per 
week,  with  lodging  at  fifty  to  seventy-five  cents  per  week — accommoda- 
tions in  private  families.  Living  expenses  may  be  reduced  below  these 
figures  by  self-boarding. 

Examinations  for  County  Certificates. — Under  a  state  law,  exam- 
inations for  all  grades  of  county  certificates  are  offered  at  the  School; 
papers  made  in  such  examinations  are  to  be  sent  to  county  of  student's 
selection,  there  to  be  passed  upon  by  county  board  of  examiners,  and  to 
receive  credit  as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered. — An  enthusiastic  Faculty,  a  fine  li- 
brary, a  well-equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic 
association,  a  helpful  lecture  course,  a  Summer  School  with  regular  Fac- 
ulty in  charge  for  nine  weeks  at  a  fee  of  four  dollars  and  fifty  cents,  an 
eighty-acre  campus  with  finest  natural  athletic  park  in  the  state,  and  a 
student  body  unsurpassed  for  energy  and  devotion  to  work. 


Hays,  Kansas. 


Z\ 


24  Western  Normal  School. 


OUTLINES  OF  INSTRUCTION. 

Unless  designated  as  a  double  term  each  course  offered  is  for  a  single  or 
ten-weeks  term. 


GROUP  I.     PSYCHOLOGY  AND  PHILOSOPHY. 

PSYCHOLOGY. 

Course  I.    Introductory  Psychology. — Required.     Titchener. 
Courses  II  and  III.     General  Psychology. — Double  term.     Required. 
Angell,  Witmer. 

Course  IV.    Child  Psychology. — Required.    Hall. 

PHILOSOPHY. 

Course  I.    Philosophy  of  Education. — Required.    Home. 

GROUP  II.     EDUCATIONAL  HISTORY  AND  PRACTICE. 

HISTORY. 

Courses  I  and  II.  History  of  Education. — Double  term.  Required. 
Monroe. 

school  administration. 

Course  I.  Rural  School  Management. — Required  in  county  certifi- 
cate year.  This  course  is  intended  for  those  students  who  expect  to  teach 
in  the  rural  schools  of  our  state.  The  course  designs  to  take  up  the 
problems  of  a  rural-school  teacher  in  about  the  order  that  these  prob- 
lems often  present  themselves,  and  give  some  adequate  solution  for  these 
difficulties.  It  aims  to  acquaint  the  students  with  what  is  being  done  in 
the  best  rural  schools  of  our  country;  to  bring  them  in  touch  with  the 
ideas  of  the  foremost  men  of  our  nation  regarding  rural-school  problems; 
to  give  them  an  idea  of  the  proper  equipment  and  arrangement  of  a 
modern  one- room  schoolhouse;  to  put  them  in  sympathy  with  rural-school 
life,  and  so  to  instruct  them  in  the  handling  of  classes  and  school  gov- 
ernment that  they  will  be  much  better  equipped  for  the  management  of 
a  district  school.  The  pedagogical  text  of  the  Reading  Circle  books  is 
used  as  the  basis  for  one  lesson  a  week. 

Course  II.    School  Law, — Ten  weeks.    Required. 

Course  HI.    School  Management. — Ten  weeks.    Required. 

GROUP  III.     TEACHING,   GENERAL  AND   APPLIED   METHODS. 

Course  I.  General  Method. — Required.  A  text-book  on  the  princi- 
ples of  teaching  is  studied.  The  following  topics  are  emphasized:  The 
meaning  of  education;  the  aims  of  school  education;  the  scope  of  school 
education;  the  psychological  basis  of  education;  instincts  and  capacities; 
self -activity;  apperception;  interests;  individual  differences  in  children; 
attention;  principles  of  association;  habit  formation;  memory;  principles 
of  analysis;  reasoning;  inductive  and  deductive  methods  of  teaching;  the 
formal  steps  of  instruction;  education  and  conduct;  moral  training;  imi- 
tation and  suggestion;  responses  of  feeling;  the  esthetic  emotions;  taste; 


Hays,  Kansas.  25 

motor  expression;  verbal  expression;   expression   through    the  artl   tnd 

industries;  teaching  form;  teaching  execution. 

Courses  II,  III,  IV  and  V.     Teaching. — The  Training  School   offer 
work  in  the  grades  for  observation  and  practice  teaching.     The  course 
covers  one  year,  one  period  a  day. 

One  term's  work  in  the  Model  School  is  required  for  the  one-year 
certificate  and  one-half  year  for  the  three-year  certificate.  The  work 
includes  observation  of  expert  teaching,  the  study  and  construction  of 
lesson  plans,  the  criticism  of  recitations  and  lesson  plans,  and  the  actual 
management  of  the  room  and  teaching  of  classes. 

GROUP  IV.     ENGLISH. 

Courses  I  and  II.  English  Grammar. — Double  term.  A  compre- 
hensive study  of  the  elementary  principles  of  English  grammar  as  set 
forth  in  the  state  text,  but  proceeding  from  the  point  of  view  of  the 
sentence  and  paragraph  rather  than  of  the  isolated  word  or  prescribed 
chapter.  The  aim  is  threefold :  To  equip  the  pupil  with  a  body  of  gram- 
matical doctrine — knowledge;  to  develop  the  habit  of  logical  thinking — 
power;  to  furnish  him  with  available  methods  for  an  intelligent  presen- 
tation of  the  principles  of  the  science — teaching  ability. 

Course  HI.  Literature. — A  special  course  in  literature  for  such  as 
have  not  had  at  least  a  year  of  daily  work  in  English  classics  or  its 
equivalent. 

Required  Readings  for  19 08 -'09. 

Second  and  third  terms. — Longfellow's  Evangeline,  Lowell's  Vision  of 
Sir  Launfal,  Dickens's  Christmas  Carol. 

Fourth  and  fifth  terms. — Whittier's  Snow  Bound,  Goldsmith's  De- 
serted Village,  Webster's  Adams  and  Jefferson.  Five  recitations  per 
week  for  twenty  weeks. 

Course  IV.  English. — For  logical  training  and  keen  linguistic  in- 
sight, grammatical  analysis;  for  synthetic  power,  origin  and  history  of 
grammatical  accidence,  growth  of  idiomatic  English;  for  increase  of 
knowledge,  foundational  work  in  the  history  and  development  of  the 
English  language.    Required  of  all  students. 

Courses  V  and  VI.  Rhetoric  and  Composition. — Double  term.  Re- 
quired of  all  students,  but  must  be  preceded  by  course  IV. 

Part  I. — Offers  training  in  the  fundamental  principles  and  practice  of 
English  prose  discourse.  Narration,  description,  exposition  and  criti- 
cism are  presented,  with  a  variety  of  analytical  and  constructive  exer- 
cises. The  practical  needs  of  every-day  life  are  kept  constantly  in  view 
and  technical  excellence  is  essential.    Semiweekly  themes  are  required. 

Part  II. —  (1)  The  writing  and  criticism  of  longer  themes,  with  a  study 
of  the  principles  of  structure.  (2)  A  study  of  the  principles  of  composi- 
tion and  the  qualities  of  style.  (3)  Discussion  of  text-books  and  meth- 
ods of  teaching  English  composition. 

Courses  VII  and  VIII.  General  Survey  of  English  Literature. — 
Double  term.     Required,  courses  V  and  VI. 


26  Western  Normal  School. 

GROUP  V.     EXPRESSION. 

Course  I.   Oral  English. — Reading,  preparatory.    Required  in  county 
certificate  year. 

Breathing  exercises. 
Vocal  culture. 

Proper  carriage  of  the  body. 
Reading  for  the  following: 

a.  Thought  getting. 

b.  Analysis. 

c.  Phrasing. 

d.  Memory  work. 

e.  Emphasis. 

/.    Interpretation  of  thought  and  feeling. 
Elementary  sounds. 
Enunciation. 
Pronunciation. 
Silent  reading. 
Text,  Fulton  and  Trueblood's  Standard  Selections. 

Courses  II  and  III.    Elocution. — Double  term.    Required. 

First  half. 

a.  Anatomy. 

1.  Respiratory  organs. 

2.  Vocal  organs. 

b.  Breathing  exercises. 

c.  Vocal  culture. 

1.  Placing  tone  for  resonance. 

2.  Pervasiveness  of  tone  for  carrying  power. 

3.  Support  of  tone. 

4.  Smoothness  of  tone. 

d.  Bodily  expression. 

1.  Relaxing  exercises. 

2.  Poising  exercises. 

3.  Original  work  in  gesture. 

e.  Oral  English.     Study  of  masterpieces  for  the  following: 

1.  Analysis.      » 

2.  Unity. 

3.  Sequence  of  thought. 

4.  Clearness  of  enunciation. 

5.  Elementary  sounds  and  pronunciation. 

6.  Forms  of  emphasis. 

Text,  Marsland's  Interpretive  Reading. 

Second  half. 

a.  Anatomy. 

1.  Respiratory  organs. 

2.  Vocal  organs. 

Review  of  the  work  of  the  previous  term,  with  talks  on  the 
care  of  the  lungs  and  throat  and  nasal  cavities. 

b.  Breathing. 

c.  Vocal  culture. 

1.  Review  of  the  first  four  steps. 

2.  Flexibility. 

3.  Volume. 

4.  Force  and  intensity. 


Hays,  Kansas.  Ti 

5.    Tone  color  or  expression. 

d.  Bodily  expression. 

1.  Principles  of  gesture. 

2.  Rhythm  exercises  illustrating  gestures. 

3.  Original  gesture  work. 

e.  Oral  English.     Study  of  masterpieces  for  the  following: 

1.  Word  pictures. 

2.  Atmosphere. 

3.  Tone  color. 

4.  Rhythm.     The  poetic  foot. 

5.  Movement  or  rate. 

6.  Personation. 

Text,  Marsland's  Interpretive  Reading. 

PUBLIC    SPEAKING. 

Course  I.  Oration. — Two  orations  or  their  equivalent  required  of  all 
students  finishing  the  diploma  course.  It  is  expected  that  this  require- 
ment will  be  completed  during  the  third  year  of  the  four-year  course. 

So  far  as  time  permits,  a  careful  study  is  made  of  the  personality  of 
each  student,  and  the  training  is  adapted  to  individual  needs.  Frequent 
conferences  with  the  instructor  disclose  the  development  of  the  oration 
and  the  further  needs  of  the  student. 

Attention  is  called  to  the  nature  of  oratory,  and  those  peculiarities  of 
structure  and  style  that  distinguish  it  from  other  forms  of  discourse.  In 
the  process  of  the  discourse  there  will  be  conciliation,  instruction,  con- 
viction, persuasion,  and  these  are  all  employed  in  order  that  the  hearer 
may  be  moved  to  decision  and  to  action.  The  art  should  not  be  an  end  in 
itself. 

The  prospective  speaker  is  urged  to  become  acquainted  with  his  own 
heart-life,  and  to  find  therein  incentives  to  speech;  to  discover  the  extent 
and  content  of  his  own  store  of  observations  and  experiences,  and  from 
this  to  draw  much  of  the  material  for  the  oration.  Originality  is  a  con- 
stituent element  in  all  true  eloquence. 

It  is  necessary  to  keep  in  view  the  audience  to  be  addressed  and  the 
end  sought,  and  to  let  these  determine  choice  of  facts  and  turn  of  phrase. 

For  the  purpose  of  securing  exactness  of  statement,  much  writing 
must  be  done,  but  care  should  be  taken  lest  the  larger  thought  of  to-day 
be  limited  by  the  forms  of  yesterday. 

Emphasis  is  laid  upon  the  following  principles:  Vision — see  clearly; 
vigor — feel  strongly;  sincerity — speak  truly;  force — speak  simply;  in- 
terest— speak  from  yourself.    The  whole  being  must  serve. 

Course  II.  Extemporaneous  Speaking. —  (Beginning.)  Lectures 
dealing  with  nature  and  various  methods  of  speech;  advantages  and 
disadvantages  of  each  method;  student  encouraged  to  talk  informally 
on  subjects  self-chosen,  and  preferably  relating  to  matters  of  personal 
observation  and  experience;  simplicity  and  directness  emphasized;  care- 
ful analysis  and  preparation  and  logical  order  and  presentation  advised; 
student  permitted  to  speak  in  manner  and  from  place  most  conducive  to 
self-possession ;  criticisms  mostly  given  privately. 

Course  III.  Extemporaneous  Speaking. —  (Advanced.)  Auxiliary 
reading  in  works  dealing  with  the  principles  of  public  speaking;  class 
discussions  on  same;  topics  familiar  to  the  student  assigned  after  the 
class  has  assembled;  informal  debates;  speaker  must  face  audience; 
questions  and  interruptions  permitted;  criticisms  mostly  given  in  pres- 
ence of  class.  Two  periods  a  week.  Credit  in  these  courses  accepted  in 
substitution  for  work  required  in  oration. 


28 


Western  Normal  School. 


Hays,  Kansas.  29 

Course  IV.  Vocabulary.  Elective.  Expression  complete!  impres- 
sion and  creates  its  exchange  values.  Tones  are  the  expressional  agency 
of  the  feelings.  Words  are  the  expressional  agency  of  the  intellect,  'lie- 
number  and  nature  of  the  words  indicate  the  extent  and  content  of  the 
thinking  carried  on  by  their  user. 

In  this  course  is  begun  a  study  of  the  sources  and  growth  of  the  Eng- 
lish language.  A  brief  survey  is  taken  of  the  inflowing  streams  of  words 
and  the  race  modifications  contributing  to  form  our  present  speech. 
Words  are  classified  into  four  groups.  The  student  partially  completes 
an  inventory  of  his  vocabulary,  examining  each  word  with  reference  to 
its  expressional  value  as  he  has  used  it,  and  compares  with  those  mean- 
ings indicated  in  the  works  of  the  best  writers  and  speakers.  This  easily 
leads  to  an  increase  in  the  stock  of  words  usable  in  the  daily  needs  of 
thinking,  speaking  and  writing.  Expression  values  are  tested  by  means 
of  substitution  of  synonyms.    Five  periods  a  week. 

GROUP  VI.     HISTORY  AND  POLITICAL  SCIENCE. 

EUROPEAN    HISTORY. 

Course  I.  General  History. — This  course  is  organized  for  the  pur- 
pose of  giving  a  thorough  elementary  drill  on  the  period  covered  by  the 
state  board's  examination  questions  in  general  history.  The  details  of 
the  course  will  vary  from  time  to  time  to  meet  the  exigencies  of  the  case. 
Completion  of  this  course  gives  entrance  credit  only. 

Course  II.  History  of  Greece. — A  general  course  covering  the  entire 
period  of  Greek  history  to  the  Roman  supremacy  of  146  b.  c.  The  attempt 
is  made  to  trace  the  artistic,  intellectual,  religious,  social  and  economic 
as  well  as  the  political  development  of  the  Greeks — familiarizing  pupils 
with  the  permanent  elements  of  Greek  history.  Special  attention  is  also 
given  to  the  myths  and  their  value  as  a  means  of  historical  study.  The 
course  is  outlined  with  special  reference  to  the  needs  of  teachers  in  sec- 
ondary schools.     Required. 

Course  III.  History  of  England. — Early  Britain:  Its  Romanization ; 
the  settlement  of  the  invading  Teutonic  tribes;  the  struggle  for  suprem- 
acy; the  union  of  England  under  Wessex;  Anglo-Saxon  institutions;  the 
Norman  conquest ;  English  feudalism ;  struggle  between  church  and  state ; 
struggle  for  the  charters  and  the  development  of  parliament;  rise  of 
cities  and  the  agrarian  revolution;  civil  and  foreign  wars;  beginnings  of 
the  Renaissance  in  England;  the  new  monarchy;  discoveries;  the  aboli- 
tion of  papal  jurisdiction;  the  Reformation;  the  struggle  between  king 
and  parliament;  the  Puritan  revolution;  the  revolution  of  1688  and  the 
rise  of  the  cabinet;  struggle  for  colonial  supremacy;  English  society  and 
civilization;  the  American  Revolution;  influence  of  the  French  Revolu- 
tion; the  Irish  question;  reforms;  democracy  and  empire.     Required. 

Course  IV.  History  of  Rome. — In  this  course  a  brief  outline  is  given 
of  the  origin  and  growth  of  the  Roman  state;  the  development  of  the 
Roman  constitution  under  the  republic;  the  erection  of  the  empire  on  the 
ruins  of  the  republic;  the  decay  of  paganism  and  the  rise  and  progress 
of  Christianity,  and  the  beginnings  of  modern  nations.  In  tracing  the 
history  of  Rome,  topics  like  the  following  will  be  given  special  attention  : 
The  geography  of  the  Mediterranean  basin;  the  agrarian  laws;  the  pro- 
vincial system;  Helenism;  the  development  of  parties;  economic  condi- 
tions; Roman  citizenship;  the  army;  the  frontiers,  and  the  contact  with 
barbarism. 

Course  V.    History  of  Modern  Europe. — The  principal  topics  treated 


30  Western  Normal  School. 

are  the  Reformation;  the  struggle  for  constitutional  liberty  in  England; 
the  ascendency  of  France  under  Louis  XIII  and  Louis  XIV;  the  rise  of 
Prussia ;  England's  colonial  supremacy,  and  the  era  of  the  French  Revolu- 
tion. 

AMERICAN    HISTORY. 

Course  I.  American  History,  1492-1880. — No  exhaustive  study  is 
attempted.  The  course  aims  to  give  a  related,  outline  survey  of  the  entire 
field.  Attention  is  given  to  the  development  of  the  cause-and-effect 
method  of  presentation.  Required,  and  must  precede  all  subsequent 
courses  in  the  department. 

Course  II.  Kansas  History. — The  territorial  struggle  and  the  state 
history  are  presented.  Every  Kansan  should  be  well  versed  in  the 
knowledge  set  forth  in  this  course. 

Courses  HI  and  IV.  American  History,  1492-1900. — Double  term. 
Required.  This  course  is  prepared  for  those  who  have  not  had  a  good 
high-school  course  in  history  or  its  equivalent.  The  aim  is  to  give  a 
thorough  drill  on  the  leading  events  in  the  whole  range  of  American  his- 
tory. Not  much  stress  is  laid  upon  details,  but  great  care  is  taken  to  have 
pupils  comprehend  the  relations  of  events  to  each  other,  that  they  may 
derive  a  comprehensive  notion  of  American  history  as  a  whole. 

Course  V.  Political  History,  1817-1860. — Elective.  The  various 
economic  questions,  with  their  constitutional  bearings,  are  presented, 
with  special  reference  to  the  civil  war.  The  opening  of  the  great  middle 
West;  the  introduction  of  new  machinery;  the  rise  of  literature;  the  in- 
auguration of  new  movements,  educational  and  philanthropic,  are  dis- 
cussed. 

CIVIL   GOVERNMENT. 

Course  I.  Civil  Government. — Required,  county  certificate  year.  Es- 
pecially adapted  to  the  needs  of  those  who  have  not  had  a  good  high- 
school  course  in  the  subject  or  its  equivalent.  General  facts  which  the 
average  citizen  should  know  about  municipal,  state  and  national  affairs 
are  presented. 

Course  II.  One  term.  Required.  A  detailed  study  of  the  United 
States  constitution  as  an  instrument  of  government  is  made.  Historical 
illustrations  of  the  practical  application  of  the  constitutional  provisions 
are  studied. 

Course  III.  National  Administration. — Elective.  A  study  of  the 
actual  method  of  administering  our  national  government.  What  depart- 
ments, bureaus  and  officers  exist  and  what  are  the  duties  of  each.  A  study 
of  unusual  interest  and  profit. 

GROUP  VII.     MATHEMATICS. 

ARITHMETIC. 

Course  I.  Arithmetic. — Required  in  county  certificate  year.  This 
term  begins  with  notation  in  the  Practical  Arithmetic,  and  covers  the 
work  of  the  text  to  "Denominate  Numbers."  A  mastery  of  the  funda- 
mental rules,  divisors,  multiples,  fractions,  decimals,  and  analysis,  with 
emphasis  upon  the  definitions,  principles,  and  explanation  of  processes 
is  insisted  upon,  and  the  students  are  drilled  upon  methods  of  solving 
problems  with  speed  and  accuracy.  Students  finishing  this  course  should 
continue  arithmetic  and  complete  the  next  course  before  taking  up  the 
study  of  preparatory  algebra. 

Courses  II  and  III.    Arithmetic. — Double  term.    The  Practical  Arith- 


Hays,  Kansas.  31 

metic  completed,  emphasizing  the  topics  of  denominate  numbers  and  their 
relation  to  the  metric  system;  percentage  as  applied  to  all  commercial 
topics;  extraction  of  roots,  and  a  strong  course  in  mensuration.  In  the 
courses  in  arithmetic  there  is  a  threefold  object:  (1)  To  ground  the 
student  firmly  in  the  science  of  arithmetic;  (2)  to  give  him  facility  in 
solving  just  such  problems  as  he  is  likely  to  meet  at  every  turn  of 
practical  life;  (3)  to  give  the  student  methods  that  will  be  a  tower  of 
strength  to  him  throughout  his  entire  course  in  mathematics.  Required 
of  all  candidates  for  graduation. 

ALGEBRA. 

Course  I. — Required  in  county  certificate  year.  This  course  covers 
the  work  of  the  text  through  the  fundamental  rules,  factoring,  divisors, 
multiples,  and  reduction  of  fractions. 

Courses  II  and  III. — Double  term.  Required.  This  course  is  a  con- 
tinuation of  the  work  of  course  I  and  covers  the  work  of  the  text  through 
simultaneous  quadratic  equations.  It  is  the  intention  to  give  the  work 
in  such  a  manner  as  to  impart  power  in  original  investigation,  mastery 
of  methods  of  teaching  the  subject,  and  ability  to  demonstrate  formally 
and  rigidly  all  principles.  Open  to  all  students  who  have  completed 
arithmetic  and  course  I  of  algebra. 

GEOMETRY. 

Courses  I  and  II. — Double  term.  Ability  to  pass  a  thorough  examina- 
tion in  plane  geometry;  a  knowledge  of  how  to  investigate  relations  and 
how  to  teach  others  to  attain  the  same  end.  Ability  to  talk  and  chalk  at 
the  same  time.  Power  of  original  proof  and  the  ability  to  apply  prac- 
tically the  deductions  of  geometry.  Open  to  all  students  who  have  fin- 
ished algebra  III.    Required  of  all  candidates  for  graduation. 

TRIGONOMETRY. 

Single  term.  Elective.  This  course  covers  the  work  of  the  text 
through  plane  trigonometry  and  the  spherical  through  the  right  and 
quadrantal  triangles.  Open  to  all  students  who  have  finished  algebra 
III  and  geometry  I  and  II. 

SURVEYING. 

Single  term.  Elective.  This  course  embraces  the  use  of  drawing  in- 
struments, the  transit,  plane  table,  solar  compass,  and  Y-level — the  or- 
dinary work  required  of  the  county  surveyor.  Each  student  is  required 
to  spend  one  hour  per  day  for  ten  weeks  in  actual  field-work  with  in- 
struments.   Open  to  all  students  who  have  finished  trigonometry. 

GROUP  VIII.     BIOLOGICAL  SCIENCE. 

BOTANY  AND  PLANT  BIOLOGY. 

Course  I.  Field  Botany. — This  course  embraces  morphology  and 
habits  of  phanerogams  and  cryptogams. 

Course  II.  Physiological  Botany. — This  course  includes  a  study  of 
the  physiology,  ecology  and  histology  of  plants. 

Course  HI.  Agricultural  Botany. — As  its  name  implies,  this  course 
gives  elementary  knowledge  of  the  relationships  of  plants  to  agriculture. 

Remark. — Any  two  of  these  courses  completes  the  requirement  in 
botany,  provided  the  laboratory  work  on  cryptogams  and  plant  tissues  is. 
taken. 


32 


Western  Normal  School. 


MODEL  DISTRICT   SCHOOL  GARDE] 


ZOOLOGY   AND   ANIMAL   BIOLOGY. 

Course  I.  Field  Zoology. — This  course  in  natural  history  comprises 
field  and  museum  studies  of  insects  and  birds,  with  lectures  on  their  eco- 
nomic relationships  to  man,  especially  to  the  farmer. 

Course  II.  Animal  Life. — This  course  gives  a  knowledge  of  the 
physiology  and  ecology  of  animals. 

Course  HI.  Systematic  Zoology. — This  embraces  a  study  of  the  an- 
atomy of  representative  animals,  and  lectures  on  the  structure  and  habits 
of  all  the  classes  and  animals. 

Remark. — Any  two  of  these  courses  completes  the  requirement  in 
zoology,  but  those  who  have  taken  agricultural  botany  are  advised  to 
take  course  I  as  part  of  their  work.  Course  III  should  follow  either 
course  I  or  course  II. 

Course  IV.  Systematic  Biology. — This  course  embraces  a  study  of 
representative  animals,  their  embryology,  and  systematic  position  in  the 
animal  kingdom. 

GEOLOGY. 

Course  I.  Dynamical  and  Structural  Geology. — This  course  in- 
cludes text-book  and  field  work  and  laboratory  work  on  a  few  of  the  com- 
mon minerals. 

Course  II.  Historical  Geology. — This  course  embraces  text-book  and 
field  work,  with  especial  emphasis  on  the  geology  of  Kansas,  and  work  in 
the  laboratory  on  the  determination  of  fossils. 

Remark. — Field    sections    of    strata   are   required    and    fossils    repre- 


Hays,  Kansas.  88 

senting  at  least  twelve  species  must  be  collected.     Course  III   in  zoology 
is  a  prerequisite  to  course  II  in  geology,  and  at  least  one  course  in  eh  cm 
istry  should  be  taken  to  do  the  best  work  in  course  I,  geology. 

PHYSIOLOGY. 

Course  I.  Physiology  Preparatory. — Required  in  county  certificate 
year.    A  general  elementary  view  of  the  subject. 

Course  II.  Physiology. — A  thorough  treatment  of  the  subject  as  it 
should  be  presented  in  the  public  schools.  Anatomy,  physiology  and 
hygiene  are  emphasized.  Daily  use  is  made  of  the  skeleton  and  manikin 
in  the  classroom.  Histology  is  studied  by  aid  of  the  projection  micro- 
scope. Laboratory  work  includes  dissections  of  fresh  and  preserved 
specimens.    Prerequisite,  preparatory  physiology. 

GROUP  IX.     PHYSICAL  SCIENCE. 

Course  I.  Physics  Preparatory. — Required  in  county  certificate  year. 
A  general  elementary  view  of  the  subject. 

Course  II.  Mechanics. — Required.  An  elementary  course  in  the 
mechanics  of  solids  and  fluids.  It  is  fundamental,  and  must  be  taken  by 
all  students  who  have  not  had  its  full  equivalent  in  some  accredited  high 
school.  Students  must  have  completed  a  year's  work  in  algebra  and 
should  have  a  working  knowledge  of  geometry  for  admission  to  this 
course.  Recitations,  accompanied  by  experiments  and  demonstrations, 
daily.     Individual  laboratory  work  two  hours  a  week. 

Course  III.  Sound,  Light,  Heat  and  Electricity. — Required.  This 
course  is  elementary,  and  requirements  for  admission  are  the  same  as  in 
course  I.  It  is  recommended  to  follow  course  I,  though  it  may  be  taken 
before  that  course.  Both  are  required  in  the  life  certificate  course.  Reci- 
tations and  demonstrations  daily.    Laboratory  work  two  hours  a  week. 

CHEMISTRY. 

Courses  I  and  II.  General  Chemistry. — Double  term.  Elective. 
These  are  courses  in  inorganic  chemistry,  and  include  a  study  of  the 
fundamental  principles  and  laws  of  the  science,  with  a  detailed  study  in 
course  I  of  the  non-metallic  elements  and  in  course  II  of  the  metallic 
elements.  Much  practice  is  offered  in  the  writing  of  formulas,  equations, 
reactions  and  the  solution  of  simple  chemical  problems.  Recitations  daily. 
Individual  work  in  the  laboratory  four  hours  a  week.  Many  general  ex- 
periments and  demonstrations  are  given  by  the  instructor  at  the  class 
hour. 

GROUP  X.     GEOGRAPHY. 

Course  I.  Geography. — Required  in  the  county  certificate  year.  A 
special  study  is  made  of  North  America,  with  Russell's  volume  upon  the 
same  as  a  guide  as  to  content,  and  Redway's  New  Basis  for  Geography 
for  the  method  in  treating  the  same.  As  to  texts,  any  standard  complete 
geography  will  answer. 

Course  II.  Physiography. — Required  in  county  certificate  year.  The 
text  used  is  Gilbert  &  Brigham's  Physical  Geography.  The  method  used 
is  inductive,  and  field  and  laboratory  lessons  are  given. 

Course  HI.  Geography. — Required.  The  student  taking  this  course 
must  have  credit  in  both  courses  I  and  II.  The  work  given  is  based  upon 
Reclus's  Europe.  Mill's  International  Geography  is  recommended  as  a 
reference  work  for  students  who  take  these  lectures  upon  Europe. 


34 


Western  Normal  School. 


THE  GYMNASIUM. 


GYMNASIUM   SCENE. 


Hays,  Kansas.  86 

Course  IV.  Physiography. — Required.  This  work  is  outlined  to  suit 
Salisbury's  Physiography  (revised  edition).  The  method  varies  in  man- 
ner of  presentment  from  physiography  in  course  II,  being  deductive. 
Laboratory  and  field  lessons  are  given.  The  student  in  taking  this  work 
is  presumed  to  have  completed  course  III. 

GROUP  XL     PHYSICAL  TRAINING. 

The  primary  object  of  this  department  is  to  develop  the  physical  side 
of  the  young  men  and  women  receiving  instruction  in  this  institution. 
We  believe  that  all  true  education  seeks  to  develop  the  body  in  harmony 
with  the  mind.  A  strong  body  is  necessary  to  support  a  strong  mind. 
The  body  not  only  supports  the  mind,  but  should  also  be  its  servant. 
To  secure  this  end,  systematic  work  in  this  department  is  necessary. 

We  are  a  normal  school,  and  as  such  we  are  teaching  our  students  to 
become  teachers  in  the  public  schools  of  the  state.  To  this  end,  this  de- 
partment seeks  to  qualify  our  students  to  give  intelligent  instruction  in 
physical  training  in  the  schools  where  they  shall  teach  after  leaving  the 
Normal  School. 

All  students  are  required  to  take  work  in  the  department  unless  regu- 
larly excused  on  account  of  physical  infirmities.  Classes  in  light  gym- 
nastics or  calisthenics  are  held  during  each  hour  during  the  regular 
morning  session  and  students  having  vacant  hours  in  the  other  depart- 
ments are  enrolled  in  these  classes.  Four  terms  of  twenty  weeks  each 
in  calisthenics  or  equivalent  accepted  work  must  be  taken  before  gradu- 
ation. These  morning  classes  are  mixed,  and  students  take  the  work  in 
the  regular  costume  of  the  classroom.  A  careful  record  is  kept  of  at- 
tendance and  all  cases  of  absence  or  tardiness  must  be  excused  by  the 
physical  director. 

The  work  of  the  morning  classes  consists  of  free  gymnastics,  long 
wands,  short  wands,  dumb-bells,  rings  and  Indian  clubs. 

The  work  of  each  class  is  arranged  in  accordance  with  the  day's  order, 
and  is  given  under  three  heads:  (1)  Marching  for  a  short  time  at  the 
beginning  and  close  of  the  period;  (2)  a  drill  with  some  particular  piece 
of  light  apparatus,  or  free  gymnastics,  arranged  so  as  to  progress  from 
simple  movements  to  complex  and  harder  ones;  (3)  breathing  exercises 
are  given  each  day,  the  object  being  to  produce  the  habit  of  deep  breath- 
ing. The  best  time  for  this  work  is  during  the  class  rest,  when  about 
half  through  the  drill.  The  arms  and  body  should  be  put  in  a  position 
that  will  enlarge  the  chest  capacity,  and  then  a  deep  inspiration  taken, 
followed  by  a  deep  expiration. 

Heavy  Gymnastics. — This  work  is  given  in  afternoon  classes,  and  the 
boys  and  girls  work  separately.  The  girls  wear  the  bloomer  suit,  and  the 
work  is  more  closely  adapted  to  the  special  needs  of  girls  than  is  the  work 
of  mixed  classes  in  the  morning.  The  work  consists  of  more  difficult 
free  body-building  exercises,  work  with  light  apparatus,  gymnasium 
games,  and  a  small  amount  of  work  on  heavy  apparatus. 

In  the  boys'  classes  the  work  consists  of  vigorous  free  body-building 
exercises,  a  small  amount  of  work  with  light  apparatus,  gymnasium 
games,  and  work  on  the  heavy  apparatus.  This  consists  of  the  long 
horse,  high  parallels,  suspended  parallels,  flying  rings,  and  mat  exercises. 

Athletics. — Under  this  head  come  basket-ball,  baseball,  football,  ten- 
nis, and  track  and  field  athletics. 

The  Athletic  Association,  organized  in  1905,  provided  for  the  organiza- 
tion of  sections  in  baseball,  football,  tennis,  basket-ball,  etc.  A  fine  park 
and  ample  courts  offer  rare  facilities  for  outdoor  exercises.     A  small  fee 


36  Western  Normal  School. 

is  charged  by  the  association  for  athletic  privileges.  Professionalism  is 
excluded. 

Basket-ball  teams  are  organized  for  both  boys  and  girls. 

The  boys  play  their  regular  practice  games  in  the  open  gymnasium 
and  have  contests  with  teams  representing  other  schools.  Basket-ball  is 
played  during  the  third  and  fourth  ten  weeks  of  the  school  year,  from 
about  the  middle  of  November  to  the  last  of  March. 

Baseball  begins  with  indoor  practice  about  February  1,  and  continues 
in  the  gymnasium  until  the  weather  permits  practice  on  the  field.  Play 
continues  on  the  field  during  the  spring  and  summer  terms.  The  indoor 
work  is  intended  to  put  the  players  in  good  physical  condition  for  hard 
practice  as  soon  as  they  can  go  to  the  field.  The  baseball  team  plays 
with  teams  from  other  schools. 

Football  is  played  from  the  beginning  of  the  fall  term  until  the 
Thanksgiving  recess. 

Tennis  is  played  during  the  spring,  summer  and  fall  terms.  Many 
students  join  this  section. 

Physical  Training  for  Teachers. — Each  senior  is  required  to  take 
a  ten-weeks  course  in  the  theory  of  physical  training.  This  consists  of 
five  recitation  periods  each  week.  It  consists  chiefly  of  lectures  by  the 
physical  director  and  library  references  for  the  class  to  read.  The  de- 
partment has  a  reserve  shelf  in  the  library  for  books  for  this  class.  These 
lectures  treat  of  the  functions  of  exercise,  a  general  knowledge  of 
anatomy,  bathing,  sleep,  rest,  fatigue,  anthropometry,  systems  of  gym- 
nastics, dress  reform,  first  aid,  etc. 

After  finishing  the  work  in  the  chief's  training  class  each,  senior  is 
required  to  command  a  class  in  the  morning  calisthenic  work.  His  work 
is  under  the  direct  supervision  of  the  physical  director,  to  whom  he  is 
responsible  for  the  kind  of  work  he  does.  As  a  substitute  for  this  work, 
a  senior  is  sometimes  permitted  to  assist  in  caring  for  a  class  in  heavy 
gymnastics  or  to  take  charge  and  coach  a  class  in  some  section  of 
athletics. 

GROUP  XII.     DRAWING. 

Courses  I  and  II.  Pencil  Drawings,  Illustrating  the  Principles 
of  Perspective. — Double  term.  Required.  Study  of  form  and  propor- 
tions; elements  of  composition,  dark  and  light  values;  pencil-sketching- 
from  nature;  study  of  color  harmonies;  color  studies  in  crayon  from 
arrangements  of  still-life  objects;  wash-drawings;  arrangements  of  plant 
forms;  water-color  drawings  of  simple  landscapes  and  still-life  compo- 
sitions. 

Course  HI. — Required.  Throughout  this  course  attention  will  be  given 
to  work  in  drawing  adapted  to  pupils  in  the  grades,  and  methods  of  pre- 
senting such  lessons  will  be  discussed  and  illustrated. 

GROUP  XIII.     MANUAL  TRAINING. 

The  importance  of  the  fact  that  the  essence  of  all  training  is  in  doing, 
of  all  motor  training  is  in  doing  with  the  hands  and  other  motor  organs, 
is  recognized.  The  hand  work  is  intended  to  train  the  mind;  also,  to  ex- 
ercise it  in  directing  the  motor  activities  involved  in  the  operations  in  the 
manual-training  room. 

Mental  power  comes  through  organized  thinking,  and  this  is  brought 
about  when  an  individual  sets  himself  a  definite  task  and  then  thinks  out 
and  applies  the  ways  and  means  of  doing  it.     The  use  of  models,  upon 


Hays,  Kansas.  37 

which  certain  operations  involve  the  selection  and  use  of  appropriate 
tools  in  a  correct  manner,  gives  training  in  clear,  definite  thinking  and 
develops  the  powers  of  concentration. 

But  with  this  technical  skill  and  thought-training  is  also  given  the 
ability  to  appreciate  correct  proportions  and  their  relation  to  the  produc- 
tion of  pleasing  forms.  Simple  and  appropriate  methods  of  decorating 
the  objects  made  are  suggested  and  every  opportunity  for  individual  de- 
velopment is  encouraged.  At  the  same  time  it  is  the  purpose  of  the  de- 
partment to  equip  thoroughly  our  students  for  teaching  manual  training. 

The  daily  lessons  are  forty  minutes,  but  one  and  one-half  hours  addi- 
tional time  will  be  required  daily  to  complete  the  work. 

Courses  I  and  II.  Woodwork. — Ten  to  twenty  weeks  of  drawing 
should  precede  entrance  to  the  classes  in  woodwork.  The  course  con- 
sists in  the  making  of  assigned  and  selected  models  of  wood  involving 
the  typical  uses  of  many  of  the  common  wood-working  tools.  The  exer- 
cises are  intended  to  lead  the  student  to  an  orderly  and  skilful  use  of  the 
tools,  together  with  a  knowledge  of  the  choice,  care  and  adjustment  of 
tools  and  a  clearer  understanding  of  the  possibilities  and  limitations  of 
the  materials  and  powers  at  his  command.  Attention  is  given  to  the  use, 
texture  and  finish  of  various  woods  and  to  the  choice  and  planning  of 
models  suited  to  manual  training  under  differing  conditions. 

GROUP  XIV.     MUSIC. 

Course  I.  Vocal  Music. — Required.  This  course  is  intended  for  the 
general  student  who  wishes  to  develop  his  own  powers  and  come  into 
possession  of  a  practical  plan  by  which  conditions  and  progress  in  school 
music  may  be  judged.  It  prepares  him  to  read  music  independently,  to 
secure  key  relationship  from  any  tone  taken  as  key-tone,  to  master  the 
problems  of  measure  and  rhythm,  and  to  combine  these  in  sight-reading 
exercises  and  songs.    This  is  acquired — 

First  term. — Through  the  singing  of  rote  songs,  by  teaching  the  scale 
as  a  melody,  in  different  keys,  in  parts,  in  scale  succession,  and  using  the 
easier  skips;  by  means  of  rote  and  dictation  exercises. 

The  student  must  acquire  a  practical  knowledge  of  the  staff,  degree 
names,  pitch  names  (letters),  clef,  key  and  measure  signatures,  notes, 
syllable  names,  relative  value  of  different  note  lengths,  their  relation  in 
the  various  kinds  of  measure,  tone  relation  in  key,  and  key  relationship 
in  the  most  nearly  related  keys.  Some  instruction  will  be  given  in  the 
simplest  forms  of  melody  writing. 

Rote  singing  is  made  one  of  the  special  features  of  this  work,  and  a 
variety  of  the  best  songs  are  used,  adapted  to  instruction  in  the  grades. 

Tonic  sol-fa  is  explained  and  practice  given  in  translating  from  one 
notation  to  the  other. 

Instruction  in  proper  breathing,  phrasing  and  general  principles  of 
song  singing  is  given. 

Songs  and  exercises  in  one-  and  two-voice  parts  are  used  for  this  work. 

Course  II.  Public-school  Music. — Elective.  Work  of  first  term  re- 
viewed. Ear-training  and  dictation  work  continued.  Melody  writing 
from  dictation,  in  different  kinds  of  time  and  rhythm.  Original  work  in 
melody  writing  is  encouraged.  The  most  common  Italian  terms  and 
marks  used  to  indicate  the  tempo  and  character  of  songs. 

Comparison  of  staff  and  tonic  sol-fa  notations  continued  and  sufficient 
practice  to  enable  the  student  to  translate  from  one  notation  to  the  other, 
bringing  more  clearly  to  the  mind  the  underlying  elements  and  principles 
of  music. 


38 


Western  Normal  School. 


SKATING  SCENE. 


CLASSROOM  SCENE. 


Hays,  Kansas.  39 

The  study  of  melodic  and  harmonic  intervals  and  triads  in  the  simpler 
forms  is  begun.  Three-  and  four-part  singing  and  Bight-reading  arc 
practiced  and  individual  independence  in  singing  is  sought.  A  knowledge 
of  the  G,  F  and  C  clefs  is  acquired  and  the  use  of  chromatic  signs  and 
their  influence  in  modulating  is  explained. 

GROUP  XV.     FOREIGN  LANGUAGES. 

LATIN. 

Courses  I,  II,  III  and  IV. — Quadruple  term.  The  elementary  text  will 
be  completed,  special  attention  being  given  to  the  marking  of  quantities, 
the  careful  and  accurate  pronunciation  of  words,  thoroughness  in  the 
mastery  of  all  paradigms  and  the  accurate  translation  of  easy  Latin  pas- 
sages. The  student  is  expected  to  acquire  in  this  year's  work  a  fair 
vocabulary  and  such  mastery  of  the  elementary  principles  of  syntax  as 
will  be  essential  for  his  successful  progress  in  further  study.  Daily  prac- 
tice in  the  writing  of  Latin  prose  will  be  an  important  feature  of  the 
work.  The  presentation  of  the  fundamental  uses  of  the  subjunctive  in 
the  text  is  supplemented  by  use  of  Bennett's  Grammar. 

Courses  V,  VI,  VII  and  VIII. — Quadruple  term.  Books  I,  II,  III  and 
IV  of  Caesar,  Bennett's  Prose  Composition,  will  be  completed,  in  connec- 
tion with  the  text,  together  with  a  thorough  grammar  study  of  all  case 
and  subjunctive  constructions.  The  aim  of  the  year's  work  is  to  master 
the  principles  of  translation  and  grammar  so  thoroughly  as  to  lay  a  sure 
foundation  for  all  future  work.  Constant  drill  in  syntax  and  prose  char- 
acterizes this  course.  The  geographical  study  of  Caesar's  campaigns  of 
the  first  four  books  by  means  of  maps  and  outlines  accompanies  this 
year's  work.     Bennett's  or  Kelsey's  texts  are  preferred. 

Courses  IX  and  X.  ClCERO. — Double  term.  The  four  orations  against 
Catiline  constitute  the  basis  of  this  work.  Special  attention  is  given  to 
the  study  of  the  conditional  sentence  as  illustrated  in  Cicero,  and  selected 
exercises  in  prose  composition  will  be  given  to  enforce  the  teaching  on  the 
conditions.  In  order  to  assure  a  grasp  of  the  thought  expressed  an  out- 
line or  brief  of  each  oration  will  be  required. 

Courses  XI  and  XII.  Vergil. — Books  I-IV.  Double  term.  Quanti- 
tative reading  of  Latin  poetry  receives  special  attention,  and  daily  drill 
is  persisted  in  until  the  pupil  has  the  ability  to  read  with  something  of 
ease  and  beauty  the  poet's  lines.  It  is  not  the  expectation  that  syntax 
will  require  much  attention  except  in  those  points  peculiar  to  poetry — 
constant  effort  being  given  to  acquiring  greater  facility  in  translation. 
Mythological  allusions  necessary  to  the  complete  understanding  of  the 
lines  are  investigated  and  there  is  sufficient  study  of  the  Augustan  age 
and  literature  to  give  the  setting  of  the  epic,  which  is  translated  as  far 
as  possible  as  a  noble  piece  of  literature  rather  than  as  a  sharpener  of 
syntactical  knowledge. 

GERMAN. 

Courses  I  and  II. — Double  term.  Otis-Carruth  German  Grammar, 
Schrakamp's  Das  deutsche  Buch  fur  Aufanger.  The  pronunciation  is 
taught  phonetically;  declensions  and  conjugations  learned  thoroughly; 
the  translations  into  the  German  corrected,  rewritten,  and  learned,  so  as 
to  enable  the  student  to  reproduce  them  orally.  Selections  in  Das  deutsche 
Buch  form  the  basis  of  conversation  in  German  concerning  things  con- 
nected with  every-day  life.  Practice  is  given  in  writing  and  translating 
from  dictation.     Simple  poems  are  memorized. 

Courses  III  and  IV. — Double  term.     Otis-Carruth  German  Grammar, 


40  Western  Normal  School. 

Schrakamp's  Mythen  und  Sagen,  Storm's  Immensee,  Wildenbruch's  Das 
edle  Blut,  SeidePs  Leberecht  Hiihnchen.  The  grammar  is  completed  by 
the  same  method  as  in  German  I.  Throughout  the  study  of  grammar 
comprehension  of  the  principles  involved  is  strengthened  by  comparison 
and  contrast  with  English  grammar.  The  selections  read  form  the  basis 
for  conversation,  and  practice  in  dictation  and  memorizing  is  continued. 
Courses  V  and  VI. — Double  term.  Schiller's  Wilhelm  Tell,  or  Die 
Jungfrau  von  Orleans,  Das  Lied  von  der  Glocke,  selected  ballads.  The 
play  is  translated  or  read  and  fully  discussed  in  class,  parts  of  it  are 
memorized,  the  characters  are  studied;  also  the  structure  of  the  play,  its 
sources,  and  its  relation  to  history.  Thomas's  Life  of  Schiller  is  read 
outside  of  class,  and  a  paper  on  the  life  and  works  of  Schiller  is  required 
from  each  student.  By  means  of  lectures  from  time  to  time  a  general 
knowledge  of  the  principal  dramas  of  Schiller  is  given.  Practice  in  con- 
versation is  continued. 

Courses  VII  and  VIII. — Double  term.  Goethe's  Hermann  und  Doro- 
thea and  Iphigenie. 

Courses  IX  and  X. — Double  term.  Advanced  grammar,  based  on 
Thomas's  Practical  German  Grammar,  Fossler's  Practical  German  Con- 
versation. 

Courses  XI  and  XII. — Double  term.  Prose  composition,  based  on  von 
Jagemann's  or  Harris's  Prose  Compositions. 

GROUP  XVI.     COMMERCE. 

Course  I.  Penmanship. — Required  in  county  certificate  year.  The 
first  object  is  to  secure  an  easy  and  correct  position;  second,  to  give  a 
knowledge  of  the  forms  of  letters  and  their  combinations  into  words; 
third,  to  attain  as  rapid  a  rate  of  speed  as  is  consistent  with  ease  and 
legibility;  fourth,  the  application  of  writing  to  other  subjects,  especially 
to  business  forms  and  correspondence.  All  methods  are  directed  to  the 
accomplishment  of  these  ends. 

Course  II.  Bookkeeping. — Required  in  county  certificate  year.  The 
first  object  is  the  thorough  mastery  of  the  principles  of  debit  and  credit. 
This  is  taught  from  the  view-point  of  the  accountant.  Exercise  is  given 
in  the  opening  of  accounts  and  the  keeping  of  an  ordinary  set  of  books, 
using  the  journal,  day-book,  cash-book  and  ledger.  Much  practice  is  given 
to  writing  notes,  checks,  drafts  and  other  business  forms.  The  form  and 
analysis  of  statements  are  given  careful  attention.  Accuracy  and  neat- 
ness are  insisted  upon  at  all  times. 

Course  III.  Bookkeeping  and  Penmanship. — Since  a  neat,  legible 
style  of  handwriting,  which  can  be  executed  at  a  fair  rate  of  speed,  and 
absolute  legibility  in  figures,  are  necessities  in  preparing  a  set  of  books, 
bookkeeping  and  penmanship  are  taken  as  a  single  subject.  Most  of  the 
term  is  given  to  the  acquisition  of  a  more  thorough  and  extended  fa- 
miliarity with  the  science  of  accounts  and  handling  business  forms.  At- 
tention is  given  to  bills,  invoices,  checks,  drafts,  and  discounting  com- 
mercial paper.  Closing  statements  are  carefully  analyzed.  The  work  is 
pursued  with  reference  to  the  best  methods  of  teaching  the  subjects  that 
will  insure  the  best  classroom  results. 

Course  IV.  Bank  Accounting. — Elective.  After  a  detailed  account 
of  the  organization  and  practical  management  of  banks  is  discussed, 
books  are  opened  from  statements  showing  the  condition  of  a  bank  that 
is  in  actual  operation.     The  work  is  designed  to  reproduce  as  nearly  as 


Hays,  Kansas.  41 

possible  the  actual  routine  of  a  national  bank.     Text  used   is   Modern 
Illustrative  Banking. 

Courses  V  and  VI.  Commercial  Law. — Double  term.  The  course 
given  covers  thoroughly  the  law  of  contracts;  agency;  bailments,  to- 
gether with  obligations  of  common  carriers;  bankruptcy  and  insolvency; 
insurance;  negotiable  instruments;  partnerships;  corporations;  sales  of 
personal  property;  real  property.  Gano's  Commercial  Law  is  used  as  a 
basis,  but  more  complete  works  from  the  library  are  drawn  upon  freely. 
Actual  cases  decided  upon  by  the  courts  furnish  much  material  used. 

TYPEWRITING. 

The  subject  is  introduced  with  a  careful  study  of  the  machine  to  be 
used,  and  instruction  as  to  its  care,  mechanism  and  possibilities.  The 
touch  system  is  used  exclusively.  Proper  fingering  is  insisted  upon  in 
all  manipulations  of  the  machine.  A  light,  rapid,  smooth  and  even  touch 
is  secured  as  early  as  possible.  Accuracy  is  the  first  object  to  be  at- 
tained, though  speed  should  soon  come  as  a  natural  result  of  practice. 
Neatness  in  work  is  emphasized.  Voice  dictation  is  a  part  of  the  work 
from  the  beginning,  and  proceeds  from  the  simplest  combinations  of  let- 
ters through  carefully  graded  exercises  to  the  most  difficult  matter. 
Arrangement  of  work  and  tabulations  receive  special  attention.  To  be 
able  to  write  without  error  and  at  the  same  time  smoothly  and  rapidly 
any  kind  of  miscellaneous  matter  or  business  document  is  the  end  and 
aim  of  typewriting,  and  this  object  is  held  before  the  students  through- 
out the  course. 

Course  I. — Mastery  of  the  keyboard,  and  diligent  practice  on  words 
standing  alone;  also  on  easy  sentences  and  the  simplest  and  shortest  of 
business  letters. 

Course  II. — Practice  on  connected  matter,  introduction  to  tabulation, 
and  dictation  of  various  selections  from  standard  literature;  letters  and 
business  forms  of  some  difficulty;  envelope  addressing. 

Course  III. — Tabulation  continued;  arrangement  carefully  studied; 
transcription  from  voice  dictation  and  shorthand  dictation ;  study  of  most 
common  legal  forms. 

Course  IV. — Special  attention  to  arrangement,  spelling,  punctuation 
of  voice-dictation  exercises  of  considerable  difficulty;  writing  of  much 
connected  material;  study  of  manifolding;  carbon  work,  etc. 

SHORTHAND. 

Cultivation  of  the  ear  in  distinguishing  sounds,  and  habits  of  close 
attention,  are  requisites  for  the  successful  study  of  shorthand.  Accuracy 
in  reading  and  in  making  forms,  quick  perception  and  rapid  thinking  are 
insisted  upon  from  the  beginning.  Each  principle  as  presented  receives 
thorough  drill.  Logograms,  contractions  and  phrases  are  specially  dwelt 
upon.  In  transcription  of  connected  matter,  spelling,  paragraphing  and 
arrangement  must  be  absolutely  correct.  Accuracy  is  made  the  first 
requirement,  speed  the  second.  Miscellaneous  dictation  is  introduced, 
supplementing  the  work  of  the  dictation  text,  the  object  being  to  increase 
the  student's  vocabulary  and  increase  his  general  knowledge.  Dictation 
includes  common  legal  and  business  forms,  choice  selections  from  litera- 
ture, letters,  tabulations,  etc.  Much  emphasis  is  laid  on  transcription 
of  dictation  into  typewriting.  Students  are  urged  to  take  the  two  sub- 
jects at  the  same  time.  Much  reading  of  shorthand  is  required,  in  order 
to  familiarize  the  student  with  forms  and  to  increase  the  rapidity  of  the 
reading  of  notes. 


42 


Western  Normal  School. 


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Hays,  Kansas.  48 

Course  I. — Completion  of  first  thirty-four  lessons  in  text. 

Course  II. — Completion  of  text,  and  practice  in  reading  from  short- 
hand articles  in  phonographic  magazines. 

Course  III. — Letter  dictation  from  dictation  manual,  and  much  prac- 
tice in  writing  outside  material  from  voice  dictation.  Beginning  of  work 
with  graphophone  records. 

Course  IV. — Continued  study  of  letter  and  legal  dictation  from 
manual,  and  outside  dictation  of  carefully  graded  material,  including 
common  business  and  legal  forms,  selections  from  standard  literature  of 
some  difficulty  in  writing,  and  much  transcription  of  notes  on  typewriter. 


The  following  article  from  the  Western  School  Journal,  of  July,  1908, 
presents  one  feature  of  the  Western  State  Normal  School  so  well  that 
we  have  ventured  to  copy  it  complete: 

"the  model  rural  school  at  the  western  normal  school. 

Mrs.   L.   J.   Wilson,  Hill  City. 

"The  tendency  of  the  present  in  all  lines  of  education  as  well  as  in- 
vention is  toward  the  practical.  The  man  with  a  practical  idea  demands 
attention  at  every  turn. 

"The  Kansas  State  Agricultural  College  had  this  in  mind  quite  early 
in  its  history  when  it  laid  the  foundation  for  teaching  the  mechanic  arts 
and  later  in  sending  out  its  wheat-lecture  trains  and  its  institute  lec- 
turers, carrying  the  principles  of  practical  scientific  farming,  stock-rais- 
ing, and  dairying  to  the  farmer's  very  door.     This  is  practical  education. 

"The  introduction  of  manual  training  and  domestic  science  into  the 
schools  in  every  city  and  village  of  our  land  is  evidence  of  this  very  idea 
of  reaching  the  great  masses  with  the  practical  phases  in  common-school 
education. 

"The  founding  of  model  graded  schools  in  connection  with  our  normal 
training  schools  as  aids  to  teachers  in  city  grades,  and  later  the  model 
rural  school  for  teachers  of  country  schools,  are  of  inestimable  value  to 
both  the  inexperienced  teacher  and  her  pupils.  Such  a  rural  school  was 
established  last  year,  in  connection  with  the  other  departments  at  the 
Western  State  Normal  School  at  Hays,  with  Miss  Julia  Stone  as  principal. 

"The  old  barracks  building  formerly  used  by  the  soldiers  on  the  Fort 
Hays  reservation  has  been  removed  to  the  Normal  campus  and  fitted  up 
with  convenient  furnishings  for  a  country  school  comprising  all  grades 
from  the  chart  class  through  to  the  graduating  class.  This  department 
is  intended  to  give  instruction  to  teachers  of  rural  districts  in  the  man- 
agement and  teaching  of  schools  in  any  country  district  in  the  state. 

"Here  may  be  found  the  conditions  and  perplexities  found  elsewhere, 
and  the  teacher  is  always  ready  to  assist  not  only  her  own  pupils  but  the 
prospective  teacher  how  to  meet  all  such  difficulties. 

"The  equipment  is  very  simple  and  inexpensive,  yet  useful. 

"The  seating  is  suitable  to  the  various  sizes  of  the  children ;  good  light, 
and  plenty  of  blackboard  room  within  easy  reach  of  the  children  is  pro- 
vided. There  is  a  small  library,  including  dictionary,  also  a  cabinet  con- 
taining such  articles  as  cotton-bolls,  acorns  in  their  cups,  butterflies,  co- 
coons, etc. 

"Pictures  of  Washington,  Lincoln,  and  Longfellow,  also  home-made 
maps  and  charts,  adorn  the  walls.  A  sand-box  at  one  side  of  the  room  is 
used  by  pupils  in  elementary  geography  class.    A  table  near  the  teacher's 


44 


Western  Normal  School. 


desk  is  well  loaded  with  various  devices  (many  of  them  home-made),  for 
teaching  number,  spelling,  sentence-building,  and  other  work.  Some  sug- 
gestions for  busy-work  were  shown  in  paper-folding,  paper-mat  weaving, 
and  home-made  valentines  and  May  baskets. 

"A  class  in  elementary  agriculture  finds  a  place  on  the  somewhat 
crowded  program,  and  a  near-by  plot  of  ground  has  been  prepared  for  the 
children's  vegetable  garden,  where  lettuce,  peas,  beets  and  potatoes  make 
an  appetizing  display  in  the  geometric  plot. 

"Students  regularly  enrolled  in  the  Normal  School  are  required  to 
visit  the  rural  school  and  observe  the  work  from  time  to  time  so  as  to 
be  the  better  prepared  to  educate  the  children  who  later  will  come  under 
their  guidance  and  instruction. 

"What  better  preparation,  so  far-reaching  in  its  scope,  could  be  planned 
for  the  improvement  of  educational  conditions  among  the  great  masses 
of  the  rural  districts?" 


A  BASEBALL  GAME. 


Hays,  Kansas. 


•15 


TEXT-BOOK  LIST. 


Algebra  : 

Wells's  College. 

Marsh,  Elementary  Algebra. 
Arithmetic : 

Myers  and  Brooks. 
Biology,  Animal : 

Animal  Life. 

Galloway,  First  Course  in  Zoology. 

Metcalf,  Organic  Evolution. 

Parker  and  Haswell,  Text-book  of  Zo- 
ology. 
Biology,  Plant : 

Bergen  and  Davis,  Principles  of 
Botany. 

Stevens,  Plant  Anatomy. 
Bookkeeping : 

Modern  Illustrative. 

Bogle. 
Botany  : 

Bergen,  Foundations  of  Botany. 

Bailey,  Botany,  Elementary  Text. 

Britton,  Flora. 
Chemistry  : 

Remsen. 
Child  Psychology : 

Hall. 
Civics : 

Andrews,  Manual. 

James  and  Sanford,  Our  Government. 

Sanborn. 
Drawing : 

Cross,  Free-hand. 

Prang  Art  Education  Books,  I,  II,  III, 
V,   VI,   VII. 
Elocution  : 

Marsland,   Interpretive  Reading. 
English  Composition : 

Lamont. 
English  Grammar  : 

Hoenshel. 

Longman,  School  Grammar. 
English  Literature : 

Simonds. 
Geography,  Descriptive : 

Tarr  and  McMurry. 
Geography,   Physical : 

Gilbert  and  Bingham. 
Geology  : 

Le  Conte,  Elements,   revised  by  Fair- 
child. 

Scott,  Introduction  to  Geology. 

Wooster,  Geological  Story  of  Kansas. 
Geometry : 

Wentworth,  revised. 
German : 

Goethe,  Hermann  und  Dorothea. 

Harris,  Prose  Composition. 

Muller  and  Wenckebach,  Gliick  auf. 

Schiller,  Das  Lied  von  der  Glocke. 

Schiller,  Die  Jungfrau  von  Orleans. 

Schiller,  Selected  Ballads. 

Schiller,  Wilhelm  Tell. 

Schrakamp,  Das  deutsche  Buch. 

Storm,  Immensee. 

Thomas,   Practical   German   Grammar. 


History,  Kansas  : 

Prentis. 
History,  General : 

Myers. 
History,  United  States  : 

Hart,  Essentials. 

McMaster. 
History  of  Education  : 

Monroe. 
Latin  : 

Bellum  Helvetium. 

Bennett,  Composition. 

Bennett,  Latin  Writer. 

Caesar,  Bennett  edition. 

Cicero,  Bennett  edition. 

Vergil,  Bennett  edition. 
Mercantile  Law  : 

Gano,   Commercial   Law. 
Music  : 

Alternate  Thirds. 

Fullerton,  Choice  Songs. 
Oratory  : 

Esenwein,   How  to  Attract  and   Hold 
an  Audience. 
Parliamentary  Law : 

Reed. 
Philosophy  of  Education : 

Home. 
Physics  : 

Carhart   and    Chute,    high    school 
edition. 
Physiology  : 

State  Text. 

Martin,  Human  Body,  unabridged. 
Principles  of  Teaching : 

Thorndike. 
Psychology  : 

Angell. 

James. 

Titchener. 

Witmer. 
Reading : 

Fulton    and    Trueblood,    Standard 
Selections. 
Rhetoric  : 

Brooks  and  Hubbard. 

Wendell,  Principles  of  Rhetoric. 
School  Management : 

Dutton. 
Shorthand  : 

Isaac  Pitman. 
Trigonometry : 

Wentworth. 
Typewriting : 

Altmaier. 
Zoology  : 

Colton. 

Kellogg,  Elements. 

Linville  and  Kelly. 


46 


Western  Normal  School. 


-    '.i. 

\fjjpj*               ^VP^WMP^^flr^^H: 

8— -    ^    ^ 

,4,/^IH      I'M 

fi|            | 

Hays,  Kansas. 


47 


48 


Western  Normal  School. 


PERIODICALS  IN  THE  LIBRARY. 


DAILIES. 


Capital,  Topeka. 

Star,  Kansas  City,  Mo. 


Advocate,  "Grainfield. 
Advocate,  Mankato. 
Argus,  Lebanon. 
Breeze,  Rush  Center. 
Chronicle,  Scott  City. 
Collier's,  New  York. 
Courier,  Norton. 
Ecno,  Wilson. 

Freeman's  Journal,  New  York. 
Free  Press,  Hays. 
Gazette,  Emporia. 
Gazette,  Plainville. 
Harper's  Weekly,  New  York. 
Journal,  Smith  Center. 
Journal  of  Education,  Boston. 
Kansas  Farmer,  Topeka. 
Ledger,   Cawker   City. 
Literary  Digest,  New  York. 
Messenger,   Ellsworth. 
News,  Goodland. 
News,  Hays. 


Times,   Kansas  City,   Mo. 
Evening  Journal,  Salina. 


WEEKLIES. 


News,  Ness  City. 

News,  Osborne. 

Normal  Bulletin,  Emporia. 

Outlook,  New  York. 

People's  Reveille,  Hill  City. 

Record,  Russell. 

Record,  Stockton. 

Republican,  Hays. 

Republican,  Hill  City. 

Republican,  Lincoln. 

Review-Headlight,  Ellis. 

Saturday  Evening  Post,  Philadelphia. 

Science,  Garrison-on-the-Hudson,  N.  Y. 

Scientific  American,  New  York. 

Sentinel,  Hoxie. 

Times,   Beloit. 

Times,  Plainville. 

Western  Call,  Beloit. 

Western  Kansas  World,  Wa  Keeney. 

Youtn's  Companion,  Boston. 


MONTHLIES,    ETC. 


American  Educational  Review,  Chicago. 

American  Penman,  Cedar  Rapids,  la. 

Association  Monthly,  New  York. 

Atlantic  Monthly,  Boston. 

Book  Review  Digest,  Minneapolis,  Minn. 

Century,  New  York. 

Current  Literature,  New  York. 

Educational  Review,  Rahway,  N.  J. 

Electrician  and  Mechanic,  boston. 

Elementary  School  Teacher,  Chicago. 

Engineering  News,  New  York. 

Good  Housekeeping,  Spvingfield,  Mass. 

Harper's  Magazine,  New  York. 

Intercollegian,  New  York. 

Interstate  Schoolman,  Hutchinson. 

Journal  of  Geography,  New  York. 

Ladies'  Home  Journal,  Philadelphia. 

Library  Journal,  New  York. 

Lyceumite,  Chicago. 


McClure'sj  Magazin0,  New  York. 

National  Geographic  Magazine,  Washing- 
ton. D.  C. 

Nature  Study  Review,  New  York. 

New   England  Magazine,  Boston. 

North  American  Review,  New  York. 

Pitman's  Journal,  New  York. 

Popular  Science  Monthly,  New  York. 

Readers'  Guide  to  Periodical  Literature, 
Minneapolis. 

Review  of  Reviews,  New  York. 

School  and  Home  Education,  Blooming- 
ton,  111. 

School  Board  Journal,   Milwaukee,   Wis. 

Scribner's  Magazine,   New  York. 

Success,  New  York. 

System,  New  York. 

Western  School  Journal,  Topeka,  Kan. 

World's  Work,  New  York. 


Western 
State  Normal  School. 


Annual  Catalogue  of  the 
Officers  and  Students. 


Seventh  Year- 1908 '09. 


Vol.  I,  No.  II. 

Issued  Quarterly  by  the  Western  State  Normal  School. 


HAYS,   KANSAS, 
JUNE,  1909. 

Entered  March  23.  1909.  at  Hayi.  Kansas,  as  second-class  matter, 
under  act  of  July  16.  1894. 


«78 


Annual  Catalogue  of  the 
Officers  and  Students 


of  the 


Western 
State  Normal  School, 

Hays,  Kansas. 


Seventh  Year-1908-'09. 


STATE  PRINTING  OFFICE, 
TOPEKA,  1909. 


BOARD  OF  REGENTS. 


Term  Expires  in  1911. 

Supt.  A.  H.  BUSHEY Pittsburg. 

H.  W.  GRASS,  Esq La  Crosse. 

M.  F.  AMRINE,  Esq Council  Grove. 

Term  Expires  in  1913. 

SHEFFIELD  INGALLS,  Esq Atchison. 

W.  B.  HAM,  Esq Stockton. 

GEO.  E.  TUCKER,  Esq Eureka. 

Officers  of  the  Board. 

President H.  W.  Grass. 

Vice-president W.  B.  Ham. 

Secretary A.  H.  Bushey. 


SCHOOL  CALENDAR,  1909-10. 


lS)Oi>. 

Jun.    1,  Tuesday —  Opening  of  Summer  School.     First  Term. 

Jun.  25,  Friday > 

Jun.  26,  Saturday f   County  Teachers'  Examination. 

Jul.     2,   Friday 

Jul.     3,    Saturday f   County  Teachers'  Examination. 

Jul.  30,    Friday —  Close  of  Summer  School. 

*"     '  f   County  Teachers' Examination. 

Aug  7,  Saturday > 

Sep.     3,  Friday » 

Sep.     4,  Saturday f   Free  Entrance  and  Final  Examinations. 

Sep.    6,  Monday —  Signing  of  Permits  for  Second  Term. 

Sep.    7,  Tuesday —  First  Meeting  of  Classes  for  Second  Term. 

Oct.  29,  Friday »    County  Teachers'    Examination.     Opportunity    for  en- 

Oct.  30,  Saturd  ay )         rolled  students  to  write  on  questions. 

Nov.  11,  Thursday i 

Nov   12  Fridav  i    Free  Entrance  and  Final  Examinations. 

Nov.  12,  Friday —  Close  of  the  Second  Term. 

Nov.  15,  Monday .—  First  Meeting  of  Classes  for  Third  Term. 

Nov.  25,  Thursday —  Thanksgiving  Vacation. 

Dec.  23,  Thursday \ 

1910.  >  Holiday  Recess, 

Jan.     3,  Monday ' 

*  ««=>'  -^   -j  I   Free  Entrance  and  Final  Examinations. 

Jan.  28,  Friday f 

Jan.   28,  Friday. -  Close  of  Third  Term. 

Jan.    28,  Friday > 

Jan     29,  Saturday  \   County  Teachers'  Examination. 

Jan.   31,  Monday —  First  Meeting  of  Classes  for  Fourth  Term. 

Fen.   22,  Tuesday -  Holiday. 

Mar.  31,  Thursday ( 

Apr        1,  Friday    '  \    Free  Entrance  and  Final  Examinations. 

Apr.      1,  Friday -  Close  of  Fourth  Term. 

Apr.      4,  Monday —  First;  Meeting  of  Classes  for  Fifth  Term. 

May    29,  Sunday,      11:00  a.  m.—  Baccalaureate  Address. 
Jun.      3,  Friday,       10:00  a.  m.—  Commencement  Exercises. 

Jun.      6,  Monday —  Opening  of  Summer  School. 

Aug.     5,  Friday -  Close  of  Summer  School. 


THElFACULTY  OF  1908-'09. 


THE   FACULTY. 

Names  are  printed  in  the  order  of  election. 


PRESIDENT. 

JOSEPH  H.  HILL,  A.  M.,   D.    D.  (Kansas  State  Normal  School  and 
Northwestern  University). 

PRINCIPAL. 

WILLIAM  S.  PICKEN  (Kansas  State  Normal  School), 

ASSISTANTS. 

ANNA  KELLER  (Kansas  State  Normal  School), 

Directress  Model  School. 

ERNEST  B.  MATTHEW  (Kansas  State  Normal  School),. 

Mathematics  and  Public  Speaking. 

HARRY  L.  KENT  (Kansas  State  Normal  School), 

Natural  Sciences  and  Agriculture. 

LULU  BICE  (Western  State  Normal  School), 

Librarian. 

CHARLES  A.  SHIVELY,  A.   M.   (State  Normal  School  and  University 

of  Kansas), 

Pedagogy. 

JENNIE  E.  NICKLES,  A.  B.  (University  of  Kansas), 

German. 

ANNETTE  FOSTER  (Kansas  State  Normal  School), 

English  and  Latin. 

JOHN  S.  BIRD  (Kansas  State  Normal  School), 

Commercial  Subjects,  Shorthand,  and  Typewriting. 

JULIA  M.  STONE  (Kansas  State  Normal  School), 

Model  District  School. 

*J.  L.  PELHAM,  B.  S.  Agr.    (Kansas  State  Agricultural  College )> 

Agriculture. 

J.  H.  BEACH  (Kansas  State  Normal  School), 

History. 

CLARENCE  J.  SMITH,  A.  M.  (Fairmount), 

Manual  Training. 

CLAUDE  F.  BICE  (Western  State  Normal  School), 

Gymnasium— part  time. 

LYMAN  D WIGHT  WOOSTER  (Kansas  State  Normal  School), 

Natural  Sciences.    Spring  term. 

C.  D.  FRANKENBERGER,  Janitor. 

*  Resigned. 

(5) 


Western  Normal  School. 


%^|tf^^' 


Hays,  Kansas. 


REGISTER  OF  STUDENTS. 


GRADUATING. 


LIFE  CERTIFICATE  COURSE. 


Bice,  Claude  Francis, 

m£        Hays. 

Havemann,  Alfred, 

Hays. 

Jantzen,  Edward  David, 

Fairport. 

Kell,  J.  A., 

Dighton. 

McVey,  Henry  Herbert, 

Wa  Keeney. 


McVey,  James  Oliver, 

Wa  Keeney. 

Stenstrom,  Eva  M., 

Lindsborg. 

Sullivan,  Ward  Will, 

Thompsonville.  III. 

Wallace,  Murray  Morton, 

Hays. 


THREE-YEAR  COURSE. 


Bennett,  Clifford  H., 

Elkader. 

Brown,  Henry  J., 

Alton. 

Dite,  Emily, 

Ellis. 

Kline,  Elizabeth, 

Morland. 

Loreditsch,  Clara  A., 

Hays. 

McVey,  Alpha, 

Wa  Keeney. 

Campbell,  Eva  May, 

Hays. 

Morgan,  Gae  Evelyn, 

Winona. 

Morgan,  Prudence  Martha, 

Winona. 


Rowlison,  Mabel  Allefretta, 

Hays. 

Runyon,  Laura  Edith, 

Hays. 

Solomon,  Ida  Belle, 

Hays. 

Waggoner,  Oscar  Earl, 

Hill  City. 

Westbrook,  Olive  Ida, 

Hays. 


TWO-YEAR  COURSE. 


Morton,  Charlotte, 

Ellsworth. 

Nickles,  Lila  Gaynell, 

Hays. 

Smith,  Hallie  Bordeaux, 

Russell  Springs. 


NOT  GRADUATING. 


Alfrey,  Blanche, 

McAllaster. 

Alfrey,  Kate, 

McAllaster. 

Arnold,  Lloyd  Arnold, 

Hays. 

Arnold,  Rebecca  Eldora, 

Hays. 

Ashton,  Lillie  Ora, 

New  Cambria. 

Atwell,  Nellie, 

Utica. 

Bailey,  Elizabeth  E., 

Geneseo. 

Baird,  Margaret  May, 

Morland. 


Ball,  Merna  Grace, 

Gorham. 

Barnes,  Carl, 

Hays. 

Barnes,  Elma  Leota, 

Hays. 

Basgall,  Martin  A., 

Pfeifer. 

Bean,  William  H., 

Luray. 

Bear,  George, 

Russell. 

Beeby,  Alice  Maybelle, 

Hill  City. 

Beeby,  Charles  Alfred, 

Hill  City. 


8 


Western  Normal  School. 


Beeching,  Gertrude  Lyle, 

Otis. 

Beezley,  Bessie  E., 

Penokee. 

Behan,  Ellen  Terry, 

Hays. 

Beleke,  Elizabeth  Anna, 

Hays. 

Beleke,  Frances  Barbara, 

Hays. 

Bell,  Beulah  Vida, 

Hays. 

Bell,  Neva  Mae, 

Hays. 

Bemiss,  Charles  E., 

Grinnell. 

Bice,  Clayton  Carlette, 

Hays. 

Bice,  Clyde  Wisner, 

Hays. 

Bice,  Gertrude  Iona, 

Hays. 

Bice,  Leo  Edson, 

Hays. 

Bice,  Mary  Elva, 

Hays. 

Bice,  Vernon  Leslie, 

Hays. 

Bieber,  Carrie  Blanche, 

Bison. 

Bieker,  Aloysius, 

Schoenchen. 

Black,  Gertrude  Anna, 

Gorham. 

Bodmer,  Caleb  A., 

Bunkerhill. 

Bowen,  MaryJAgnes, 

Speed. 

Bratton,  Alta  Leona, 

Luray. 

Brown,  Charlotte  E., 

Hays. 

Brown,  Evalena, 

Hays. 

Brown,  Harry  Burton, 

Natoma. 

Brown,  Mary  Estella, 

Russell. 

Brumitt,  Hannah  Ellen, 

Hays. 

Brumitt,  John  Ulysses, 

Hays. 

Bunker,  Jessie  Belle, 

Lucas. 

Burrell,  Florence  Sarah, 

Utica. 

Button,  Vera  Fern, 

Russell  Springs. 

Byers,  Florence  M., 

Hays. 

Byers,  Frank, 

Hays. 


Byers,  Herbert'Ray, 

Hays. 

Cahill,  Mabel  C, 

Lucas. 

Caldwell,  Charles  Leroy, 

Grinnell. 

Calvert,  Frederick  Williams, 

Winona. 

Cave,  Lo  Ree, 

Hays. 

Chapman,  Ada'^Harriet, 

Beloit. 

Christiansen,  *Louis, 

Smoky  Hill. 

Clarkson,  Carrie  Grace, 

Paradise. 

Clayton,  Esther  A., 

Alamota. 

Coleman,  Teresa, 

Hays. 

Connelly,  Blanche  Anna, 

Ellis. 

Cook,  Mrs.  Emma  Miller, 

Oakley. 

Cook,  MattieMane, 

Gove. 

Copeland,  Grace  Ellen, 

Hays. 

Cox,  Cora  Winifred, 

Hays. 

Crissman,  Annie  E., 

Hays. 

Crissman,  E.  Grace, 

Hays. 

Crissman,  Harry  E., 

Hays. 

Crowder,  Mattie  Mae, 

Lenora. 

Cruikshank,  Blanche  Edith, 

Edmond. 

Daniels,  Verne  Edward,   ■ 

Luray. 

Davis,  Edwin, 

Studley. 

Dazey,  Roy  C, 

Hill  City. 

Dinkel,  Frank  Michael, 

Victoria. 

Dixon,  Esther, 

Tampa. 

Dixon,  Gustave  G., 

Tampa. 

Dobson,  Jessie  Leona, 

Sharon  Springs. 

Dodrill,  Ellsworth, 

Stockton. 

Dodrill,  Roy  Burton, 

Stockton. 

Doyle,  Elsie  M., 

Bunkerhill. 

Duff,  Isabelle  Sarah, 

Lucas. 


Hays,  Kansas. 


9 


Dugan,  Thomas  Ambrose, 

Logan. 

Dwyer,  Celia  Isadore, 

Gorham. 

Early,  Fred  Alvan, 

Hays. 

Earnest,  Homer  Lee, 

Luray. 

Earnest,  James  Clark, 

Luray. 

Eddingfield,  Carolyne, 

Magnolia,  III. 

Engelker,  Herrman  Edward, 

Linda. 

Ericson,  Lydia, 

Bridgeport. 

Farber,  Ora  B., 

Hoxie. 

Fehrenbach,  Ida, 

Ness  City. 

Francis,  Leroy  W., 

Sylvan  Grove. 

Frankenberger,  Addie  Cook, 

Hays. 

Frankenberger,  Charles  Donald, 

Hays. 

Freese,  Alice  Lee, 

Hays. 

Frew,  Pearl  May, 

Winona. 

Fritts,  Ada  Mabel,  n 

Luray. 

Fritts,  Chester  Arthur, 

Luray. 

Fulton,  Ethel  Fern, 

Luray. 

Gahan,  Belma  Senora, 

Hays. 

Gahan,  Velma  Lenora, 

Hays. 

Gatewood,  Eva, 

Hays. 

Gatewood,  Jesse  Clarence, 

Hays. 

Gennette,  Adelard, 

Hays. 

Gill,  May  F., 

Gill. 

Gish,  Bertha  Mabel, 

Palco. 

Gish,  Ethel  Grace, 

Palco. 

Goetz,  Joseph, 

Victoria. 

Grammon,  Leonora  Matilda, 

Lucas. 

Gregg,  Mary  Ellen, 

Dighton. 

Groff,  Joseph  Henry, 

Ellis. 

Gurley,  Mattie  Enid, 

Glen  Elder. 


Haferland,  Minnie  Clara, 

Penokee. 

Hammar,  Charles  Calvin, 

Codell. 

Hanna,  E.  Gertrude, 

Hackberry. 

Hanna,  Jessie  B., 

St.  Peter. 

Henderson,  Carrie  Mae, 

Palco. 

Herrman,  Henry  F., 

Liebenthal. 

Herrman,  Jacob  M., 

La  Crosse. 

Hight,  Allie, 

McDonald. 

Hilborn,  Daisy  Dean, 

St.  Francis. 

Hilborn,  Ethel  Vera, 

St.  Francis. 

Hite,  Jessie  Elizabeth, 

Gradan. 

Hite,  Maggie  G., 

Gradan. 

Hoagland,  Elta  Ruth, 

Codell. 

Hoagland,  Frank  B., 

Codell. 

Hoagland,  Grace  Muriel, 

Codell. 

Hoagland,  Lee  Gilbert, 

Codell. 

Hobbs,  Genevieve  Catherine, 

Turkville. 

Holaday,  Ella, 

Grinnell. 

Hopper,  Brownlow, 

Hays. 

Hopson,  Eliza  Ellen, 

Luray. 

Hoskins,  Bethena  Stella, 

Codell. 

Hoskins,  Laura  Belle, 

Codell. 

Hubbard,  Eva  Mae, 

Luray. 

Hubbard,  Winnie  Grace, 

Luray. 

Hughes,  Pearl  Elizabeth, 

Englewood. 

Husband,  Jessie, 

Speed. 

Irwin,  Bertha  Melvina, 

Hays. 

Irwin,  Edith  May, 

Hays. 

Irwin,  Joseph, 

Hays. 

Ivan,  Barbara  Katherine, 

Collyer. 

Jacobs,  John, 

Pfeifer. 


10 


Western  Normal  School. 


Jacobs,  Joseph, 

Hays. 

Jacobs,  Mary  Helen, 

Hays. 

Jensen,  Anna  Marie, 

Mingo. 

Jensen,  Bertha  Mae, 

Mingo. 

Jewell,  Frank  Nelson, 

Hays. 

Johansen.  James  Walter, 

Codell. 

Johnson,  Ethel  May, 

Hays. 

Joy,  Eartha, 

Hays. 

Joy,  Hiram  William, 

Quinter. 

Joy,  Lizzie, 

Quinter. 

Kear,  Harry, 

Kingery. 

Keller,  George  Earl, 

Caney. 

Kent,  Mary  Magdalena, 

Belleville. 

Kerns,  Albert  Harrison, 

Winona. 

Kincaid,  Hazel  Kirk, 

Marvin. 

King,  Clarence  Leo, 

Studley. 

King,  Maude, 

Turkville. 

Kingslev,  Harrison, 

Ellis. 

Knoche,  Fredella, 

Hays. 

Knoche,  Otto, 

Hays. 

Knox,  Grace  Marie, 

Essex. 

Kraus,  Dora  Wilhelmina, 

Hays. 

Kraus,  Emma  Elizabeth, 

Hays. 

Krueger,  Carrie  Gertrude, 

Bison. 

Kuhn,  Katie, 

Walker. 

Kunz,  Amelia, 

Gorham. 

Kutina,  Mary  Catherine, 

Ellis. 

Kysar,  Velma, 

Wiles. 

Lahman,  Orren, 

Winona. 

Lang,  Anthony  J., 

Victoria. 

Leiker,  Peter, 

Victoria. 


Lippert,  Mattie  Maye, 

Bison. 

Loveland,  Blanche  Elma,. 

Atwood. 

Loveland,  Essa  Pearle, 

Atwood. 

Luckinbill,  Jennie, 

Damar. 

Lund,  Alice  Henrietta, 

Hackberry. 

Lynn,  Dorothy  Ellice, 

Ransom. 

McBurney,  Francis  Donald,. 

Bison. 

McCarty,  Clarence  William,. 

Downs. 

McGuire,  Erne, 

St.  Peter. 

Macintosh,  Elsie, 

Hays. 

McKim,  Ellen  Jennie, 

Lenora. 

McKim,  Maggie, 

Lenora. 

McVey,  Marguerite, 

Wa  Keeney. 

McVey,  Nellie  Frances, 

Wa  Keeney. 

McVey,  Ruth  Faye, 

Wa  Keeney. 

Marts,  Katie, 

Havensville. , 

Mather,  Lena  Pearl, 

Grinnell. 

Matthew,  Harry  Virgil, 

Webster. 

Meier,  Andrea  Margaret, 

Hays. 

Meier,  Elizabeth, 

Hays. 

Meyer,  Alvin, 

Bison. 

Meyer,  Richard, 

Hays. 

Mills,  Julia  Elzana, 

Gorham. 

Mills,  Mary  Zeta, 

Gorham. 

Mock,  James  Francis, 

Turkville. 

Moore,  Grover  Cleveland, 

Wayne, 

Moore,  Lily  Ida, 

Hays. 

Moore,  Lura  Patience, 

Morland. 

Morgan,  Clinton  Hawthorne, 

Winona. 

Morgan,  Earl  Oliver, 

Morland. 

Morgan,  Iva  Margaret, 

Winona. 


Hays,  Kansas. 


11 


Morgan,  Lillie  Myrtle, 

Morlund. 

Morton,  Mollie, 

Ellsworth. 

Mowry,  Leroy, 

Morland. 

Moyer,  Josie  Clara, 

Edmond. 

Moyer,  Virdie  Mae, 

Edmond. 

Nielson,  Harry  Martin, 

Fairport. 

Nielson,  John  Andrew, 

Fairport. 

Oakes,  Leslie  C, 

Grainfield. 

Orndoff,  Nettie  Mae, 

Lindsborg. 

Oshant,  Frederick, 

Hays. 

Oshant,  Henrietta  Rose, 

Hays. 

Ottken,  Walter  D., 

Campus. 

Palmer,  Myrtle  May, 

Hays. 

Palmer,  William  Edward, 

Hays. 

Park  hurst,  Verna  Luvera, 

Plainville. 

Pepper,  Edna  Lenora, 

Utica. 

Pepper,  Frances  Elizabeth, 

Utica. 

Peppiatt,  Florence  Nell, 

Ellsworth. 

Perkins,  Dorothy  Mae, 

Russell. 

Pestana,  Helen  Cynthia, 

Hays. 

Peterson,  Bertha  Christina, 

Grinnell. 

Peterson,  Hilma, 

Page. 

Peterson,  John  Malcolm, 

Page. 

Peterson,  Louis  Oren, 

Hill  City. 

Phillips,  Jane, 

Wilson. 

Pierce,  Ethel  Helena, 

Russell. 

Prather,  Lula  Achsah, 

Oakley. 

Pratt,  Candace  Audencia, 

Hays. 

Pugh,  Myrtle  Hazelteen, 

Lucas. 

Rea,  Hazel  Ethel, 

Hays. 

Rea,  Margaret  Belle, 

Hays. 


Reed,  Anna  Gertrude, 

Hays. 

Reed,  Clark, 

McCracken. 

Reed,  Fred  H., 

Turkville. 

Reed,  Pearl, 

McCracken. 

Reed,  Ruby, 

McCracken. 

Rice,  Lena  Maude, 

Wilson, 

Richards,  Pearl, 

Ada. 

Richmond,  Alfred  B., 

Lucas. 

Rixon,  Christena, 

McCracken. 

Robinson,  Bertha  Isabelle, 

Hays. 

Robinson,  John  Lee, 

Codell. 

Rowlison,  Ethel  Aletha, 

Hays. 

Ruble,  Viola  Alma, 

Natoma. 

Runyon,  Walter  Alpha, 

Hays. 

Russell,  Catharine  Clarice, 

Webster. 

Rutherford,  Orra  L., 

Morland. 

Ryan,  Joseph  Lacey, 

Hays. 

Ryan,  Mary  Alice, 

Frankfort. 

Scannell,  Mrs.  Hattie  Eoline, 

St.  Francis. 

Scannell,  Harriet  Hand, 

St.  Francis. 

Schlatter,  Minnie  Barbara, 

Sexton. 

Schmidt,  Stephen, 

Liebenthal. 

Schumacker,  Henry, 

Victoria. 

Sears,  Alva, 

Grainfield. 

Sears,  Mrs.  Emma  Kate, 

Grainfield. 

Shamburg,  Earl, 

Codell. 

Sheppard,  Glenn, 

Sylvan  Grove. 

Sherman,  Ethel  May, 

Wa  Keeney. 

Sherwood,  Dovie  Viola, 

Webster. 

Shirkey,  Essie  Laura, 

Grinnell. 

Sites,  Edith  Lena, 

Hays. 


12 


Western  Normal  School. 


Slaughter,  Fred, 

Ellis. 

Smith,  Amy, 

McDonald. 

Smith,  Elsie  Nettie, 

Russell  Springs. 

Smith,  Lottie  A., 

McDonald. 

Smith,  Mary  Louise, 

Russell  Springs. 

Smith,  Mary  Mazella, 

Natoma. 

Smith,  Nettie  Grace, 

McDonald. 

Smith,  Pardy  Chalmers, 

Russell. 

Spencer,  Elsie, 

Penokee. 

Spencer,  Nellie  Gertrude, 

Penokee. 

Sproul,  Velvie  May, 

Edmond. 

Sproul,  Verbie  May, 

Edmond. 

Stech,  Olive  May, 

Grinnell. 

Steed,  Charley  E., 

Densmore. 

Steed,  Sophia  Minnie, 

Densmore. 

Stegman,  Katie  E., 

Pfeifer. 

Steinle,  Anna  Vera, 

Dorrance. 

Stewart,  Laura  V., 

Beeler. 

Stock,  Harry  M., 

Hays. 

Stout,  Olive  May, 

Hays. 

Stover,  Anna  Elizabeth, 

Winona. 

Stover,  Maggie, 

Winona. 

Stull,  C.  Harry, 

Alton. 

Stullken,  Esther  Marie, 

Bison. 

Sullivan,  Wallace, 

Thompsonville,  III. 

Swearingen,  Florence  Isabel, 

Lucas. 


Terrill,  Robert  E., 

Cheyenne  Wells,  Colo* 

Terrill,  Rolla, 

Cheyenne  Wells,  Colo* 

Thomas,  Irving, 

Wilson. 

Thornburg,  L.  D., 

Alton. 

Turner,  Florence, 

Topeka. 

Ukele,  Lulu  A., 

Gill. 

Unrein,  Antony, 

Hays. 

Van  Leewen,  Harry  Julius, 

Vesper. 

Verhoeff,  Lyman  R., 

Grinnell. 

Virmond,  Bertha  Jane, 

Hays. 

Wagner,  Katherine  Bertha, 

Hays. 

Wallace,  Ada, 

Fingal. 

Walters,  Lettie, 

Hays. 

Wassinger,  Frank  S., 

Hays. 

Weigel,  Joseph  J., 

Victoria. 

Weigel,  Valentine  Albert, 

Victoria. 

Wharton,  Katherine  Josephine, 

McCracken. 

Wheatcroft,  James  Ernest, 

Utica. 

Wheatcroft,  Lester  Lewis, 

Utica. 

Wiesner,  Jacob  M., 

Ellis. 

Wilde,  Clark  J., 

Hays. 

Wilson,  Charles  Dudley, 

Hoxie. 

Wilson,  Mrs.  L.  J., 

Hill  City. 

Winchell,  Fay, 

Yocemento. 

Wise,  Arthur  C, 

Plainville. 

Witt,  Frances  Geneva, 

Gorham. 


Hays,  Kansas. 


13 


MODEL   DISTRICT   SCHOOL 


Baker,  Graeme, 

Hays. 

Baker,  Vaughn, 

Hays. 

Barnes,  Lura, 

Hays. 

Beleke,  Ella, 

Hays. 

Blackman,  Agnes, 

Hays. 

Blackman,  Charles, 

Hays. 

Blackman,  Willie, 

Hays. 

Brown,  Edna, 

Hays. 

Brown,  Tom  Lee, 

Hays. 

Butts,  Zetta, 

Hays. 

Cave,  Jean, 

Hays. 

Cave,  Reese, 

Hays. 

Cowan,  Adelbert, 

Hays. 

Craig,  Alice, 

Hays. 

Cullens,  Merwyn, 

Hays. 

Cullens,  Wayne, 

Hays. 

Ellet,  Frank, 

Hays. 

Fritts,  Bernal, 

Hays. 

Fritts,  Gail, 

Hays.  . 

Furbeck,  Rose, 

Hays. 

Furbeck,  Russell, 

Hays. 

Griffith,  Howard, 

Hays. 

Groff,  Lester, 

Hays. 

Hayse,  Edna, 

Hays. 

Hayse,  Lucy, 

Hays. 

Hayse,  Mabel, 

Hays. 

Herrmann,  Boniface, 

Liebenthal. 

Hiss,  Joseph, 

Hays. 

Johnson,  Eva, 

Hays. 

Johnson,  Ruby, 

Hays. 


Kuhn,  Joseph, 

Hays. 

Pratt,  Earl, 

Hays. 

Pratt,  Everett, 

Hays. 

Pratt,  Harold, 

Hays. 

Pratt,  Roy, 

Hays. 

Reed,  Ralph, 

Hays. 

Reemsnyder,  Fern, 

Hays. 

Reemsnyder,  Esther, 

Hays. 

Runyon,  Olive, 

Hays. 

Runyon,  Willard, 

Hays. 

Rupp,  Philip, 

Hays. 

Shutts,  James, 

Hays. 

Shutts,  William, 

Hays. 

Start,  James, 

Hays. 

Stock,  Earl, 

Hays. 

Stock,  Leo, 

Hays. 

Stock,  Milo, 

Hays. 

Thomas,  Ruby, 

Hays. 

Troth,  Flora, 

Hays. 

Wagner,  Carrie, 

Hays. 

Wagner,  Jennie, 

Hays. 

Wagner,  Margaret, 

Hays. 

Wann,  Gilmore, 

Hays. 

Wann,  Wilfred, 

Hays. 

Ward,  Ralph, 

Hays. 

Wassinger,  Ida, 

Hays. 

Wheatcroft,  Ethel, 

Utica. 

Wheatcroft,  Walter,, 

Utica. 

Young,  Willie, 

Hays. 

Zimmerman,  Rose, 

Hays. 


14 


Western  Normal  School. 


COUNTIES  REPRESENTED. 


The  following  thirty-four  counties  were  represented  during  the  past  year: 


Cheyenne 4 

Ellis 15? 

Ellsworth 6 

Finney 1 

Gove 14 

Graham 39 

Jackson 1 

Lane 8 

Lincoln 3 

Logan 19 

McPherson 2 

Marion 2 

Marshall 1 

Meade 1 


Mitchell '. ...  2 

Montgomery 1 

Ness 6 

Norton 3 

Osborne 11 

Ottawa 1 

Phillips 1 

Rawlins 7 

Republic 2 

Rooks 29 

Rush 22 

Russell 29 

Saline 2 


Scott 2 

Shawnee * 

Sheridan ' 

Smith \ 

Thomas ° 

Trego 

Wallace 2 

Out  of  the  state: 

Colorado 2 

Illinois 3 

Oklahoma 2 

Total  enrolment 40 


FLOOR  PLANS  OF  THE  MAIN  BUILDING. 


Basement  : 

1,  Manual  training. 

2,  Ladies'  rest-room. 

3,  4.  7.  8,  Toilet-rooms. 

5,  Boiler-room. 

6,  Chemistry  laboratory. 

9,    11.  Physical  laboratories. 
10,    Agriculture  laboratory. 
13,   14,  Model  training-school. 
15,   Museum.  • 

B-B,   Bicycle-rooms. 


(See  opposite  page.) 

First  Story: 

A,    Auditorium. 

1,  Reception-room. 

2,  Mathematics. 

3,  History. 

4,  Dressing-room. 

5,  6,  Pedagogy. 
0-0.   Offices. 

V.    Fireproof  vault, 
7,   Drawing. 
L,   Library. 


Second  Story: 

1,  2.  7,  8.  Commercial  department. 

3,  Agriculture 

4,  English. 

5,  German. 

6,  Literal  Hal). 
9,    Lyceum  Hall. 

10.    Apparatus-room. 

A,    Auditorium. 

G,   Auditorium  gallery. 


Floor  plan  of  original  building,  same  structure  as  shown  on  page  15. 


A  comparison  of  floor  plans  presented  above  with  those  shown  on  page  15  will  indicate  the 
increase  of  room  within  five  years. 


SECOND    FLOOR. 


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liPBWHI 

8£ 
iBI 

I1 

1 

I 

T|_ 

-  """i 

Si 

)>  ■ 

UjfSi 

>*-?*■.£ 

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,■}■—• 

3Tar;suag."ji- 

.  ^v    '       "",'                  :-' 

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F1RST    FLOOR. 


BASEMENT. 


16  Western  Normal  School. 


POSITIONS  AS  TEACHERS. 


The  experience  of  the  past  few  years  has  taught 
us  that,  with  the  increased  demand  for  trained 
teachers,  school  boards  a..d  school  principals  are 
turning  more  and  more  to  the  Normal  School  with 
their  inquiries  for  efficient  teachers.  At  no  time 
during  the  past  year  have  there  been  available 
candidates  with  the  necessary  qualifications  to 
meet  all  of  the  demands,  and  we  have  been  able 
to  place  advantageously  not  only  our  graduates, 
but  many  experienced  undergraduate  teachers. 
The  authorities  of  the  School  are  glad  to  cooperate 
with  school  officers  and  to  aid  in  the  discrimi- 
nating selection  of  good  teachers  for  the  schools. 
Correspondence,  therefore,  on  this  subject  is  wel- 
come. Students,  also,  may  be  assured  of  our  de- 
sire to  render  them  courteous  and  intelligent  service 
in  finding  positions.  The  enlargement  of  oppor- 
tunity that  comes  to  the  growing  teacher  by  at- 
tendance upon  the  Western  State  Normal  School 
is  by  no  means  a  small  element  of  its  value  to  the 
student. 


Hays,  Kansas.  17 


ENTRANCE  REQUIREMENTS. 


1.  Students  who  hold  county  diplomas,  or  who  present  other 
credentials  indicating  the  completion  of  eighth-grade  work  with 
no  evidence  of  additional  study  or  maturity,  and  students  who 
hold  third-grade  certificates,  will  be  admitted  without  examina- 
tion to  the  studies  of  the  county  certificate  year,  or  to  ninth 
grade  of  Model  Training-school.  Holders  of  certificates  above 
the  third  grade  will  be  admitted  without  examination  to  the 
work  of  the  first  year  of  the  Normal  certificate  courses,  except 
that  they  must  complete  the  preparatory  work  of  the  county 
certificate  year  in  all  subjects  in  which  their  certificates  do  not 
show  satisfactory  grades.  The  grade  required  for  passing  is 
eighty  per  cent. 

2.  Graduates  of  approved  four-year  high-school  courses  who 
have  completed  the  required  sixteen  units  of  the  standard 
Normal  high-school  course,  or  their  equivalents,  will  be 
admitted  to  the  third  year  of  the  life  diploma  course. 

3.  Students  who  have  completed  two  years  or  more  of  high- 
school  work  may  be  admitted  without  examination  to  the  county 
certificate  year  with  subsequent  recognition  of  their  high-school 
work  so  far  as  it  may  apply  as  credit  on  the  first  two  years  of 
the  Normal  life  diploma  course. 

4.  Candidates  for  admission  not  meeting  the  above  require- 
ments may  be  admitted  to  Normal  classes  by  examination  in 
the  following  subjects:  Arithmetic,  reading,  political  geog- 
raphy, United  States  history,  grammar  and  penmanship.  The 
minimum  passing  grade  is  eighty  per  cent.  Work  in  the  other 
subjects  of  the  county  certificate  year  must  be  completed  be- 
fore work  requiring  them  as  antecedent  can  be  taken  in  the 
Normal  course,  and  the  record  in  all  these  subjects  must  be 
made  before  the  completion  of  the  first  two  years  of  the  Nor- 
mal course. 


18 


Western  Normal  School. 


COURSE  OF  STUDY. 


THE  COUNTY  CERTIFICATE  YEAR. 

The  work  of  this  year  includes  a  term  each  (nine  or  ten  weeks)  in  the 
following  subjects:  Arithmetic,  grammar,  United  States  history,  political 
geography,  physical  geography,  penmanship,  reading,  Kansas  history,  alge- 
bra, elementary  school  management  (theory  and  practice),  United  States 
constitution,  physiology,  bookkeeping,  literature,  general  history  and  physics. 


LIFE  CERTIFICATE  COURSE  OF  STUDY. 


NORMAL  DEPARTMENT. 


FIRST  YEAR 

Required. 

Arithmetic two  terms. 

Botany two  terms. 

Drawing two  terms. 

Elocution one   term. 

Political  Geography one   term. 

English four  terms. 


Elective. 

(  Four  terms  to  be  taken.) 

Agriculture four  terms. 

Manual  Training two  terms. 

Domestic  Science two  terms. 

Commerce. .    four  terms. 

Latin four  terms. 

German four  terms. 

Orthography  and  Declamation  supplementary. 


SECOND 
Required. 

Algebra two  terms. 

Geometry two  terms. 

Physics one  term. 

Music one  term. 

American  History one   term. 

Psychology one  term. 

General  History one  term. 

General  Methods one   term. 

School  Administration. .  .one  term. 
Teaching one  term. 


YEAR. 

Elective. 

( Four  terms  to  b'e  taken.) 

Agriculture four  terms. 

Latin four  terms. 

German four  terms. 

Zoology two  terms. 

Geology two  terms. 

Elocution two  terms. 

General  History two  terms. 

History  and  Civics    two  terms. 

Chemistry two  terms. 

Physiology one  term. 

Physics one  term. 

Music one  term. 


Orthoepy  and  Essay  supplementary. 


Hays,  Kansas. 


19 


THIRD   AND    FOURTH    YEARS. 


Required. 

Psychology,    including  | 
Child  Psychology,      \ 

Teaching 

History 

Biological  Science 

History  of  Education  . 

Expression 

Literature 

Mathematics 

Drawing 

Physiography 

Principles  of  Education 
School  Administration. 

Physical  Science 

Physical  Training 


three  terms. 


three 
three 
three 
.two 
.two 
.two 
.one 
one 
one 
one 
one 
one 
one 


terms. 

terms. 

terms. 

terms. 

terms. 

terms. 

term. 

term. 

term. 

term. 

term. 

term. 

term. 


Elective. 


(  Seven  terms  from  elective  li-.t  of  first  two 
years.) 

Students  completing  two  years  of 
above  course  receive  a  One-year 
State  Certificate;  those  completing 
three  years,  a  Three-year  State 
Certificate;  those  finishing  the  en- 
tire course  are  awarded  a  Diploma, 
which  is  a  Life  Certificate. 


Oration  and  Etymology  supplementary. 


THE  ACCREDITED  NORMAL  HIGH-SCHOOL  COURSE. 

The  completion. of  an  accredited  Normal  high-school  course  admits  with- 
out condition  to  the  third  year  of  the  life  diploma  course,  and  the  work  of 
the  last  year  may  be  so  arranged  that  by  the  proper  substitutions  in  the 
Normal  department  the  one-year  certificate  may  be  granted.  The  course  is 
made  to  conform  to  the  standards  set  by  the  State  Board  of  Education  for 
the  Normal  high-school  course. 

The  following  is  a  statement  of  the  required  and  elective  units.  Sixteen 
units  must  be  taken  to  complete  the  course: 

1.   English  -four  units.    Three  units  required. 

II.   Mathematics— four  and  one-half  units.     Two  and  one-half  units  re- 
quired. 

Algebra,  one  and  one-half  units. 
Geometry,  one  and  one-half  units. 
Arithmetic,  ore-half  unit. 
Advanced  algebra,  one-half  unit. 
Trigonometry,  one-half  unit. 

III.  Foreign  Languages— Latin,  four  units;  German,  three  units. 

IV.  Physical  Science— two  and  one-half  units.     One  unit  required. 

Physics,  one  unit. 
Chemistry,  one  unit. 
Physiography,  one-half  unit. 

V.   Biological  Science— two  and  one-half  units.     One  unit  required. 

Botany,  one  unit. 
Zoology,  one  unit. 
Physiology,  one-half  unit. 

VI.   History— four  and  one-half  units.    Two  units  required,  one  of  which 
shall  be  American  history  ( including  Kansas  history) . 

Greek  and  Roman,  one  unit. 
Medieval  and  modern,  one  unit. 
English,  one  unit. 

American  (including  Kansas),  one  unit. 
Civics,  one-half  unit. 


20 


Western  Normal  School. 


VII.   Commercial— four  units. 


Bookkeeping  and  business  practice,  one  unit. 
Commercial  law,  one-half  unit. 
Commercial  geography,  one-half  unit. 
Stenography,  one  unit. 
Typewriting,  one-half  unit. 
Business  arithmetic,  one-half  unit. 

VIII.   Arts— four  units.     One  unit  required. 

Manual  training,  one  unit. 

Domestic  science,  one  unit. 

Free-hand  and  mechanical  drawing,  one  unit. 

Music,  one  unit. 

IX.   Pedagogy— two  units.     Both  required. 

Psychology,  one-half  unit. 

Methods  and  management,  one-half  unit. 

Review  of  common  branches,  one  unit. 


GIRLS'  BASKET-BALL  TEAM.  '09. 


Hays,  Kansas.  21 


DIPLOMAS  AND  CERTIFICATES. 


COUNTY  EXAMINATIONS. 

Upon  the  payment  of  the  usual  examination  fee  of  one  dollar,  regularly 
enrolled  students  of  the  Western  State  Normal  School  may  present  them- 
selves for  examination  for  county  certificates  to  be  conducted  under  the 
supervision  of  the  officers  of  the  Western  State  Normal  School  at  any  time 
when  such  an  examination  is  given  at  any  point  in  the  state.  The  papers 
in  such  examination  will  be  sent  to  any  county  designated  by  the  applicant, 
there  to  be  examined  by  the  county  board  of  examiners,  who  will  issue  cer- 
tificates to  the  successful  applicants  under  the  same  conditions  as  if  the  ex- 
-amination  had  been  conducted  under  their  supervision. 

ONE-YEAR  CERTIFICATE. 

A  one-year  state  certificate  is  granted  to  such  students  of  the  Western 
State  Normal  School  as  apply  for  it,  who  have  been  at  least  twenty  weeks 
in  attendance  and  have  completed,  successfully,  the  first  two  years  of  the 
life  diploma  course,  substituting  school  administration,  methods,  teaching 
(ten  weeks  each),  for  thirty  weeks  of  elective  work  in  the  second  year. 

High-school  graduates  who  are  candidates  for  the  one-year  certificate 
must  have  attended  the  Western  State  Normal  School  twenty  weeks  and 
have  completed  eighty  weeks  of  work  after  meeting  the  conditions  of  the 
standard  Normal  high-school  course.  The  eighty  weeks  must  include  gen- 
eral methods  and  ten  weeks  of  teaching  and  six  other  courses  from  the  re- 
quired courses  of  the  third  and  fourth  years,  not  more  than  two  of  the  six 
being  taken  from  any  one  group.     This  certificate  is  not  renewable. 

THREE-YEAR  CERTIFICATE. 

A  three-year  state  certificate  may  be  issued  upon  completion  of  three 
years  of  work  of  the  life  diploma  course,  including  all  the  required  work 
-of  the  first  two  years. 

High-school  graduates  who  are  candidates  for  the  three-year  certificates 
must  have  attended  the  Normal  School  twenty  weeks  and  have  completed 
160  weeks  of  work  after  meeting  the  conditions  of  the  standard  Normal 
high-school  course.  The  160  weeks  of  work  must  include  ten  weeks  of  gen- 
eral methods  and  twenty  weeks  each  of  teaching  and  psychology.  The  re- 
maining courses  may  be  selected  from  the  third  and  fourth  years,  not  more 
than  two  to  be  taken  from  any  one  group.  This  certificate  is  not  renew- 
able. 

LIFE  CERTIFICATE. 

On  completion  of  the  four-year  life  certificate  course  a  diploma  is  issued 
which,  without  any  further  inspection  or  approval,  is  a  life  certificate  to 
teach  in  the  public  schools  of  Kansas,  including  those  of  all  classes  of  cities 
and  high  schools.  Students  completing  the  work  in  any  term  of  the  year 
are  entitled  at  once  to  the  legal  privileges  incident  to  graduation;  but  they 
are  listed  with  the  class  of  the  succeeding  June  and  their  diplomas  are 
usually  issued  at  the  June  commencement.  The  roll  of  the  class  for  gradua- 
tion is  made  up  at  the  beginning  of  the  fifth  term,  nine  weeks  prior  to  com- 
mencement, and  all  work  except  such  as  is  included  on  the  class  permit  for 
that  term  must  be  completed  by  that  time  in  order  that  students  may  be 
-listed  for  graduation  with  the  class. 


22  Western  Normal  School. 


HISTORY  OF  THE  SCHOOL. 


Following  is>  sketch  from  the  Fifteenth  Biennial  Report  of  the  State 
Superintendent  of  Public  Instruction : 

"The  portion  of  land  set  apart  by  the  state  for  the  use  of  the  School, 
under  the  act  of  Congress  of  March,  1900,  includes  a  total  of  4055  acres,  most 
of  it  excellent  farming  land.  The  average  value  of  the  land  is  not  less 
than  twenty- five  dollars  per  acre;  a  fine  endowment  for  a  young  school. 
The  provisions  of  the  act  of  Congress  prevent  the  alienation  of  any  of  the 
land  by  the  state,  so  that  the  endowment  is  perpetual. 

"School  opened  in  some  of  the  buildings  of  old  Fort  Hays  for  a  summer 
term  June  23,  1902.  Since  then  work  has  continued  with  no  cessation,  ex- 
cept the  short  summer  vacation  in  August  of  each  year.  Five  terms  of 
ten  weeks  each  constitute  a  full  year's  session.  Commencing  with  a  two- 
years  course,  offering  a  total  of  320  weeks'  work,  and  a  Faculty  of  two 
resident  regular  members,  the  institution  has  progressed  until  now  890 
weeks'  work  are  offered,  and  a  resident  Faculty  of  ten  are  in  charge. 
Exactly  three  times  as  many  students  are  enrolled  for  the  present  term  as 
were  enrolled  for  the  corresponding  term  four  years  ago.  Last  year's  total 
enrolment  reached  the  unexpected  figure  of  201,  and  the  present  indications 
are  that  the  250  mark  will  easily  be  passed  the  current  year. 

"Of  the  25  graduates,  12  are  teaching,  1  is  principal  of  a  county  high 
school,  1  is  a  county  superintendent,  6  are  doing  postgraduate  work  in  this 
institution,  and  3  are  enrolled  in  universities.  Thus  are  the  purposes  for 
which  the  school  was  established  conserved.  A  well-appointed  model  school, 
now  in  successful  operation,  insures  better  preparation  of  our  students  for 
teaching  than  has  been  possible  heretofore. 

"The  first  building  used  for  classrooms  and  assembly  purposes  was  the 
hospital  building  of  Fort  Hays.  The  old  stone  guard-house  was  utilized  at 
the  same  time  as  a  gymnasium.  In  these  limited  and  unsuitable  quarters, 
on  a  site  remote  from  town,  school  was  maintained  for  two  years.  At  the 
opening  of  the  fall  term  of  1904  came  the  removal  to  a  handsome  and  modern 
building  erected  by  the  state  on  a  site  near  Hays,  at  a  cost  of  $20,000.  The 
legislature  of  1905  appropriated  $15,000  for  a  new  gymnasium.  Completed 
the  1st  of  April,  1906,  this  is  at  this  date  the  best  gymnasium  building  in 
use  at  any  of  the  state  educational  institutions. 

"The  situation  selected  for  the  school  is  such  that  fine  facilities  for  out- 
door sports  are  afforded.  Eighty  acres  are  set  aside  for  a  campus,  portions 
of  which  give  ideal  grounds  for  running- track,  golf,  baseball,  basket-ball, 
football,  and  tennis.  The  campus  is  skirted  on  the  south  and  west  by  a 
fine  grove  of  timber  lining  both  sides  of  a  body  of  water  some  two  miles  in 
length,  upon  which  boating  and  skating  are  excellent  in  their  respective 
seasons.  This  stretch  of  water  results  from  the  damming  of  a  never-failing 
stream  of  clear  water  which  crosses  the  Fort  Hays  reservation.  Good 
steel  rowboats  are  among  the  athletic  properties  of  the  school. 

"Ministering  as  the  Western  Normal  does  to  the  higher  educational 
needs  of  the  western  three- fourths  of  Kansas,  there  can  be  little  doubt  as 
to  the  future  growth  and  prosperity  of  the  young  institution.  It  has 
already,  though  but  a  trifle  over  four  years  old,  secured  for  itself  a  strong 
place  in  the  esteem  and  affection  of  the  people  of  western  Kansas." 

Since  the  foregoing  appeared  two  wings  to  the  main  building  have  been 
built  at  a  cost  of  $40,000. 

Double  the  enrolment  mentioned  above  was  recorded  for  last  year. 


Hays,  Kansas. 


2\ 


Drop-curtain  down. 


brop-curtain  up. 
TWO  VIEWS  OF  STAGE  OF  NEW  AUDITORIUM. 


24  Western  Normal  School. 


MISCELLANEOUS. 


DISCIPLINE. 

Many  of  our  pupils  have  already  had  some  experience  in  practical  life,, 
so  that  they  become  valuable  aids  in  developing  a  healthy  school  sentiment. 
This  renders  few  restraints  necessary.  Still  every  effort  of  the  Faculty  is 
given  towards  making  the  pupils  self-reliant,  self-controlled  men  and  women  ;, 
and  those  whose  best  endeavor  is  not  in  accord  with  this  purpose  are  sum- 
marily dismissed  from  the  School. 

ADMITTANCE  AND  CREDITS  FROM  HIGH  SCHOOLS. 

The  Principal  of  the  Faculty  will  take  pleasure  in  corresponding  with, 
school  principals  and  superintendents  who  may  desire  to  make  such  arrange- 
ments as  may  be  necessary  in  order  that  their  high-school  diplomas  may 
admit  candidates  to  the  Normal  Department  of  the  School  without  examina- 
tion, or  who  may  contemplate  adopting  a  course  of  study  which  would  give 
graduates  advanced  standing. 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the 
regular  recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a  stu- 
dent can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to 
retain  their  places  in  school.  One  who  does  not  carry  as  many  as  two  stud- 
ies, or  who  habitually  fails  in  studies  taken,  is  required  to  show  the  Prin- 
cipal cause  why  he  should  not  be  dismissed. 

ADVICE. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  pres- 
ent at  the  opening  of  the  session.  The  student  who  is  behindhand  then  rarely 
makes  up  what  he  has  lost,  and  will  feel  a  constantly  increasing  embarrass- 
ment throughout  the  entire  term.  The  habit  which  is  thus  indulged  indi- 
cates a  lack  of  fitness  for  the  profession  of  teaching.  Those  students  whose 
standing  is  to  be  determined  by  examination  should  be  present  on  the  days 
appointed ;  otherwise  they  will  subject  themselves  to  the  inconvenience  and 
expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  informa- 
tion that  it  does  not  supply. 

SUMMER  TERM. 

The  summer  term  is  now  one  of  the  regular  terms,  subject  to  same  con- 
ditions of  entrance  and  work  as  any  other  term  of  the  year.  In  1910  it  wilt 
continue  from  June  6  to  August  5,  inclusive.     Fees  are  as  for  any  other  term 

POINTS  TO  BE  NOTED. 

The  Western  State  Normal  School  is  located  at  Hays,  on  the  Union  Pacific 
railway,  on  a  part  of  the  Fort  Hays  reservation  contiguous  to  the  town. 

Land. —The  institution  owns  over  4000  acres  of  land,  with  over  two 
miles  of  fine  timber  along  Big  creek,  the  water  of  which,  held  by  a  dam, 
affords  a  magnificent  opportunity  for  boating,  fishing,  and  skating,  in  sea- 
son. 

Buildings.— The  main  building  is  a  handsome,  substantial  building  of 
stone,  equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water- 
closets,  shower-baths,  and  other  modern  conveniences.     In  1907-'08  the  sum 


Hays,  Kansas.  25 

of  $40,000  was  spent  for  additions  to  this  building,  making  it  one  of  the 
best  State  Normal  buildings  in  Kansas. 

The  handsome  gymnasium  building  was  completed  in  May,  1906.  Thor- 
oughly modern  and  well  equipped,  it  is  one  of  the  finest  gymnasia  now  in 
use  at  the  state  educational  institutions. 

A  boiler-house  for  heating  plant  completes  list  of  buildings  on  campus. 
Janitor's  residence  and  emergency  hospital  are  just  south  of  campus,  across 
creek. 

The  last  legislature  appropriated  $30,000  for  heating,  water,  and  electric- 
light  plant,  to  be  erected  during  1910. 

Entrance  Requirements.— Graduates  of  high  schools  and  holders  of 
professional,  first-grade  or  second-grade  county  certificates  enter  Normal 
Department  without  examination.  Others  may  enter  Normal  Department 
upon  passing  a  successful  entrance  examination  (average  grade  of  eighty 
per  cent,  required )  upon  arithmetic,  reading,  geography,  grammar,  United- 
States  history  and  penmanship. 

County  Certificate  Classes. —These  classes  prepare  for  entrance  to 
the  Normal  Department  and  fit  teachers  for  examination  for  second  and 
higher  grades  of  county  certificates.  Holders  of  third-grade  certificates  and 
graduates  of  district  schools  enter  these  classes  without  examination. 

Fees.  —The  statutes  provide  that  students  in  the  Normal  Department 
pay  a  fee  of  one  dollar  per  term— five  dollars  for  the  year;  students  re- 
siding in  states  and  territories  other  than  Kansas,  twenty- five  dollars  per 
year.     These  are  the  only  fees  charged. 

Board  and  Rooms.— Good  table  board  can  be  had  at  the  newdining-hall 
on  the  Normal  campus  for  $2.75  per  week,  with  lodging  at  fifty  to  seventy- 
five  cents  per  week— lodging  accommodations  in  private  families.  Living 
expenses  may  be  reduced  below  these  figures  by  self-boarding. 

Examinations  for  County  Certificates.— Under  a  state  law,  exam- 
inations for  all  grades  of  county  certificates  are  offered  at  the  School;  papers 
made  in  such  examinations  are  to  be  sent  to  county  of  student's  selection, 
there  to  be  passed  upon  by  county  board  of  examiners,  and  to  receive  credit 
as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered.— An  enthusiastic  Faculty,  a  fine  li- 
brary, a  well-equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic 
association,  a  helpful  lecture  course,  a  Summer  School  with  regular  Fac- 
ulty in  charge  for  nine  weeks  at  a  fee  of  four  dollars  and  fifty  cents,  an 
eighty-acre  campus  with  finest  natural  athletic  park  in  the  state,  and  af 
student  body  unsurpassed  for  energy  and  devotion  to  work. 


26 


Western  Normal  School. 


Hays,  Kansas.        ,  27 


OUTLINES  OF  INSTRUCTION. 

Unless  designated  as  a  double  term,  each  course  offered  is  for  a  single  or  ten-weeks  term. 


GROUP  I.     PSYCHOLOGY  AND  PHILOSOPHY. 

PSYCHOLOGY. 

Course  I.  Introductory  Psychology.  — Required.  Titchener's  Primer 
of  Psychology.  In  addition  to  the  text- book,  reports  upon  experiments  and 
observations  are  required. 

Courses  II  and  HI.  General  Psychology. —Double  term.  Required. 
Argell  is  used  as  a  text.  Pupils  are  required  to  report  upon  experiments 
and  observations.  The  text-book  work  is  supplemented  by  copious  refer- 
ences to  James,  Ladd,  Munsterberg  and  other  texts.  Topics  for  especial 
investigation  and  report  assigned  to  students.  Special  phases  of  the  work 
are  presented  from  time  to  time  in  classroom  lectures  by  the  teacher. 

Course  IV.  Child  Psychology.  — Required.  Hall.  Supplementary 
reading  and  observation  work  required. 

PHILOSOPHY. 

Course  I.    Philosophy  of  Education.— Required.     Home. 

GROUP  II.     EDUCATIONAL  HISTORY  AND  PRACTICE. 

HISTORY. 

Courses  I  and  II.  History  of  Education. —Double  term.  Required. 
Monroe's  text,  supplemented  by  library  reference  work. 

SCHOOL  ADMINISTRATION. 

Course  I.  Rural  School  Management.— Required  in  county  certifi- 
cate year.  This  course  is  intended  for  those  students  who  expect  to  teach 
in  the  rural  schools  of  our  state.  The  course  designs  to  take  up  the  prob- 
lems of  a  rural-school  teacher  in  about  the  order  that  these  problems  often 
present  themselves,  and  give  some  adequate  solution  for  these  difficulties. 
It  aims  to  acquaint  the  students  with  what  is  being  done  in  the  best  rural 
schools  of  our  country;  to  bring  them  in  touch  with  the  ideas  of  the  foremost 
men  of  our  nation  regarding  rural-school  problems;  to  give  them  an  idea  of 
the  proper  equipment  and  arrangement  of  a  modern  one-room  schoolhouse; 
to  put  them  in  sympathy  with  rural-school  life,  and  so  to  instruct  them  in 
the  handling  of  classes  and  school  government  that  they  will  be  much  better 
equipped  for  the  management  of  a  district  school.  This  course  is  directly 
related  to  the  every-day  work  of  the  model  district  school,  and  members  of 
the  class  visit  the  latter  regularly  for  illustrations  of  a  practical  nature. 

Course  II.  School  Law.— Ten  weeks.  Required.  A  thorough  study 
of  Kansas  school  law,  with  a  review  of  the  history  of  educational  develop- 
ment in  the  state.  The  school  laws  of  Kansas  are  compared  with  those  of 
other  leading  states. 

Course  HI.    School  Management.— Ten  weeks.    Required. 

GROUP  III.     TEACHING,  GENERAL  AND  APPLIED  METHODS. 

Course  I.  General  Method.— Required.  A  text-book  on  the  princi- 
ples of  teaching  is  studied.  The  following  topics  are  emphasized:  The 
meaning  of  education ;  the  aims  of  school  education ;  the  scope  of  school 
education ;  the  psychological  basis  of  education ;  instincts  and  capacities ; 
self-activity;  apperception;  interests;  individual  differences  in  children; 
attention;  principles  of  association ;  habit  formation ;  memory;  principles 
of  analysis ;   reasoning ;   inductive  and  deductive  methods  of  teaching ;   the 


28  Western  Normal  School. 

formal  steps  of  instruction ;  education  and  conduct ;  moral  training ;  imi- 
tation and  suggestion  ;  responses  of  feeling  ;  the  esthetic  emotions  ;  taste  ; 
motor  expression;  verbal  expression;  expression  through  the  arts  and  in- 
dustries; teaching  form;  teaching  execution. 

Courses  II,  III,  IV  and  V.  Teaching —The  Training  School  offers  work 
in  the  grades  for  observation  and  practice-teaching.  The  course  covers  one 
year,  one  period  a  day. 

One  term's  work  in  the  Model  School  is  required  for  the  one-year  certifi- 
cate and  one-half  year  for  the  three-year  certificate.  The  work  includes 
observation  of  expert  teaching,  the  study  and  construction  of  lesson  plans, 
the  criticism  of  recitations  and  lesson  plans,  and  the  actual  management  of 
the  room  and  teaching  of  classes. 

GROUP  IV.     ENGLISH. 

Courses  I  and  II.  English  Grammar. —Double  term.  A  comprehen- 
sive study  of  the  elementary  principles  of  English  grammar  as  set  forth  in 
the  state  text,  but  proceeding  from  the  point  of  view  of  the  sentence  and 
paragraph  rather  than  of  the  isolated  word  or  prescribed  chapter.  The  aim 
is  threefold:  To  equip  the  pupil  with  a  body  of  grammatical  doctrine- 
knowledge:  to  develop  the  habit  of  logical  thinking— power;  to  furnish  him 
with  available  methods  for  an  intelligent  presentation  of  the  principles  of 
the  science— teaching  ability. 

Course  III.  Literature.— A  special  course  in  literature  for  such  as 
have  not  had  at  least  a  year  of  daily  work  in  English  classics  or  its  equiva- 
lent. 

Course  IV.  English. —For  logical  training  and  keen  linguistic  insight, 
grammatical  analysis;  for  synthetic  power,  origin  and  history  of  grammat- 
ical accidence,  growth  of  idiomatic  English;  for  increase  of  knowledge, 
foundational  work  in  the  history  and  development  of  the  English  language. 
Required  of  all  students. 

Courses  V  and  VI.  Rhetoric  and  Composition.— Double  term.  Re- 
quired of  all  students,  but  must  be  preceded  by  course  IV. 

Part  I.— Offers  training  in  the  fundamental  principles  and  practice  of 
English  prose  discourse.  Narration,  description,  exposition  and  criticism 
are  presented,  with  a  variety  of  analytical  and  constructive  exercises.  The 
practical  needs  of  every-day  life  are  kept  constantly  in  view  and  technical 
excellence  is  essential.     Semiweekly  themes  are  required. 

Part  II.  — (1)  The  writing  and  criticism  of  longer  themes,  with  a  study 
of  the  principles  of  structure.  (2)  A  study  of  the  principles  of  composition 
^nd  the  qualities  of  style.  (3)  Discussion  of  text-books  and  methods  of 
teaching  English  composition. 

Courses  VII  and  VIII.  General  Survey  of  English  Literature.  — 
Double  term.     Required,  courses  V  and  VI. 

GROUP  V.     EXPRESSION. 

Course  I.  Oral  English.— Reading,  preparatory.  Required  in  county 
certificate  year. 

Breathing  exercises. 
Vocal  culture. 

Proper  carriage  of  the  body. 
Reading  for  the  following : 

a.  Thought  getting. 

b.  Analysis. 

c.  Phrasing. 

d.  Memory  work. 

e.  Emphasis. 

/.    Interpretation  of  thought  and  feeling. 
Elementary  sounds. 
Enunciation. 
Pronunciation. 
Silent  reading. 
Text,  Fulton  and  Trueblood's  Standard  Selections. 


HAYS,  K\  29 

rses  II  arvl  III.    Elocution.— Double  term.    Required. 

'j  if. 

Anatomy. 

1.  Respiratory  organs. 

2.  Vocal  or;: 

//.    Breathing  exercis- 
Vocal  culture. 

1.  Placing  tone  for  resonance. 

2.  Pervasive:  ne  for  carrying  y. 

3.  Support  of  tone. 

4.  Smoothness  of  tone. 
d.    Bodily  expression. 

1.  Relaxing  exercises. 

2.  Poising  exerc 

3.  Original  work  in  gesture. 

i.    Oral  English.     Study  of  masterpieces  for  the  following  : 

1.  Anal 

2.  Un- 

3.  Sequence  of  thought. 

4.  Clearness  of  enunciation. 

5.  Elementary  sounds  and  pronunciation. 

6.  Forms  of  empr 

Text,  Marsland's  Interpretive  Reading. 

a.  An  ate 

1.  Respiratory  organs. 

2.  Vocal  organs. 

Review  of  the  work  of  the  previous  term,  with  talks  on  the  care 
of  the  lungs  and  throat  and  nasal  cavit:- 

b.  Breathing. 

c.  Vocal  culture. 

1.  Review  of  the  first  four  st~ 

2.  Flexibi::- 

3.  Volume. 

Force  and  intensity. 
5.     Tone  color  or  expression. 

d.  Bodily  expression. 

1.  Principles  of  gesture. 

2.  Rhythm  exercises  illustrating  ge;:;:T5. 

3.  Original  gesture  work. 

e.  Oral  English.     Study  of  masterpieces  for  the  following: 

1.  Word  pictures. 

2.  Atmosphere. 

3.  Tone  color. 

4.  Rhythm.     The  poetic  foot. 

5.  Movement  or  rate. 

6.  Personation. 

Text, "  Marsland's  Interpretive  Reading. 

PUBLIC   SPEAKING. 

rse  I.  Oration. —Two  orations  or  their  equivalent  required  of  all 
students  finishing  the  diploma  course.  It  is  expected  that  this  requirement 
will  be  completed  during  the  third  year  of  the  four-  rse. 

So  far  as  time  permits,  a  careful  study  is  made  of  the  persona".:: 
each  student,  and  the  training  is  adapted  to  individual  needs.     Freqnent 
conferences  with  the  instructor  disclose  the  development  of  the  oration  and 
the  further  needs  of  the  student. 

Attention  is  called  to  the  nature  of  oratory,  and  to  those  peculiarities  of 
structure  and  style  that  distinguish  it  from  other  forms  of  discourse.  In 
the  process  of  the  discourse  there  will  be  conciliation,  instruction,  conviction, 
persuasion,  and  these  are  all  employed  in  order  that  the  hearer  may  be 
moved  to  decision  and  to  action.     The  art  should  not  be  an  end  in  itself! 


30 


Western  Normal  School. 


Hays,  Kansas.  31 

The  prospective  speaker  is  urged  to  become  acquainted  with  his  own 
heart-life,  and  to  fina  therein  incentives  to  speech;  to  discover  tho  extent 
and  content  of  his  own  store  of  observation  and  experiences,  and  from  this 
to  draw  much  of  the  material  for  the  oration.  Originality  is  a  constituent 
element  in  all  true  eloquence. 

It  is  necessary  to  keep  in  view  the  audience  to  be  addressed  and  the  end 
sought,  and  to  let  these  determine  choice  of  facts  and  turn  of  phrase. 

For  the  purpose  of  securing  exactness  of  statement,  much  writing  must 
be  done,  but  care  should  be  taken  lest  the  larger  thought  of  to-day  be  lim- 
ited by  the  forms  of  yesterday. 

Emphasis  is  laid  upon  the  following  principles:  Vision— see  clearly; 
vigor— feel  strongly;  sincerity— speak  truly;  force— speak  simply;  interest 
—speak  from  yourself.     The  whole  being  must  serve. 

Course  II.  Extemporaneous  Speaking.  — (Beginning.)  Lectures  deal- 
ing with  nature  and  various  methods  of  speech;  advantages  and  disadvan- 
tages of  each  method;  student  encouraged  to  talk  informally  on  subjects 
self-chosen,  and  preferably  relating  to  matters  of  personal  observation  and 
experience;  simplicity  and  directness  emphasized;  careful  analysis  and  prep- 
aration and  logical  order  and  presentation  advised;  student  permitted  to 
speak  in  manner  and  from  place  most  conducive  to  self-possession;  criticisms 
mostly  given  privately. 

Course  III.  Extemporaneous  Speaking.  —  ( Advanced. )  Auxiliary 
reading  in  works  dealing  with  the  principles  of  public  speaking;  class  dis- 
cussions on  same;  topics  familiar  to  the  student  assigned  after  the  class  has 
assembled;  informal  debates;  speaker  must  face  audience;  questions  and 
interruptions  permitted;  criticisms  mostly  given  in  presence  of  class.  Two 
periods  a  week.  Credit  in  these  courses  accepted  in  substitution  for  work 
required  in  oration. 

GROUP  VI.     HISTORY  AND  POLITICAL  SCIENCE. 

EUROPEAN  HISTORY. 

Course  I.  General  History.— This  course  is  organized  for  the  purpose 
of  giving  a  thorough  elementary  drill  on  the  period  covered  by  the  state 
board's  examination  questions  in  general  history.  The  details  of  the  course 
will  vary  from  time  to  time  to  meet  the  exigencies  of  the  case.  Completion 
of  this  course  gives  entrance  credit  only. 

Course  II.  History  of  Greece.  —A  general  course  covering  the  entire 
period  of  Greek  history  to  the  Roman  supremacy  of  146  B.  c.  The  attempt 
is  made  to  trace  the  artistic,  intellectual,  religious,  social  and  economic  as 
well  as  the  political  development  of  the  Greeks— familiarizing  pupils  with 
the  permanent  elements  of  Greek  history.  Special  attention  is  also  given 
to  the  myths  and  their  value  as  a  means  of  historical  study.  The  course  is 
outlined  with  special  reference  to  the  needs  of  teachers  in  secondary 
schools.     Required. 

Course  III.  History  of  England.— Early  Britain:  Its  Romanization; 
the  settlement  of  the  invading  Teutonic  tribes;  the  struggle  for  supremacy; 
the  union  of  England  under  Wessex;  Anglo-Saxon  institutions;  the  Norman 
conquest;  English  feudalism;  struggle  between  church  and  state;  struggle 
for  the  charters  and  the  development  of  parliament;  rise  of  cities  and  the 
agrarian  revolution;  civil  and  foreign  wars;  beginnings  of  the  Renaissance 
in  England;  the  new  monarchy;  discoveries;  the  abolition  of  papal  jurisdic- 
tion; the  Reformation;  the  struggle  between  king  and  parliament;  the 
Puritan  revolution;  the  revolution  of  1688  and  the  rise  of  the  cabinet; 
struggle  for  colonial  supremacy;  English  society  and  civilization;  the  Ameri- 
can Revolution;  influence  of  the  French  Revolution;  the  Irish  question;  re- 
forms; democracy  and  empire.     Required. 

Course  IV.  History  of  Rome.— In  this  course  a  brief  outline  is  given 
of  the  origin  and  growth  of  the  Roman  state;  the  development  of  the 
Roman  constitution  under  the  republic;  the  erection  of  the  empire  on  the 
ruins  of  the  republic;  the  decay  of  paganism  and  the  rise  and  progress  of 
Christianity,  and  the  beginnings  of  modern  nations.     In  tracing  the  history 


32  Western  Normal  School. 

of  Rome,  topics  like  the  following  will  be  given  special  attention :  The  geog- 
raphy of  the  Mediterranean  basin;  the  agrarian  laws;  the  provincial  system; 
Belenism;  the  development  of  parties;  economic  conditions;  Roman  citizen- 
ship; the  army;  the  frontiers,  and  the  contact  with  barbarism. 

Course  V.  History  of  Modern  Europe.  —The  principal  topics  treated 
are  the  Reformation;  the  struggle  for  constitutional  liberty  in  England;  the 
ascendency  of  France  under  Louis  XIII  and  Louis  XIV;  the  rise  of  Prussia; 
England's  colonial  supremacy,  and  the  era  of  the  French  Revolution. 

AMERICAN  HISTORY. 

Course  I.  American  History,  1492-1880.  —No  exhaustive  study  is  at- 
tempted. The  course  aims  to  give  a  related,  outline  survey  of  the  entire 
field.  Attention  is  given  to  the  development  of  the  cause-and-effect  method 
of  presentation.  Required,  and  must  precede  all  subsequent  courses  in  the 
department. 

Course  II.  Kansas  History. —The  territorial  struggle  and  the  state 
history  are  presented.  Every  Kansan  should  be  well  versed  in  the  knowl- 
edge set  forth  in  this  course. 

Courses  HI  and  IV.  American  History,  1492-1900  —Double  term. 
Required.  This  course  is  prepared  for  those  who  have  not  had  a  good  high- 
school  course  in  history  or  its  equivalent.  The  aim  is  to  give  a  thorough 
drill  on  the  leading  events  in  the  whole  range  of  American  history.  Not 
much  stress  is  laid  upon  details,  but  great  care  is  taken  to  have  pupils  com- 
prehend the  relations  of  events  to  each  other,  that  they  may  derive  a  com- 
prehensive notion  of  American  history  as  a  whole. 

Course  V.  Political  History,  1817-1860.— Elective.  The  various  eco- 
nomic questions,  with  their  constitutional  bearings,  are  presented,  with 
special  reference  to  the  Civil  War.  The  opening  of  the  great  Middle  West ; 
the  introduction  of  new  machinery;  the  rise  of  literature;  the  inauguration 
of  new  movements,  educational  and  philanthropic,  are  discussed. 

civil  government. 

Course  I.  Civil  Government. —Required,  county  certificate  year.  Es- 
pecially adapted  to  the  needs  of  those  who  have  not  had  a  good  high-school 
course  in  the  subject  or  its  equivalent.  General  facts  which  the  average 
citizen  should  know  about  municipal,  state  and  national  affairs  are  pre- 
sented. 

Course  II.  One  term.  Required.  A  detailed  study  of  the  United  States 
constitution  as  an  instrument  of  government  is  made.  Historical  illustra- 
tions of  the  practical  application  of  the  constitutional  provisions  are  studied. 

Course  III.  National  Administration.— Elective.  A  study  of  the 
actual  method  of  administering  our  national  government.  What  depart- 
ments, bureaus  and  officers  exist  and  what  are  the  duties  of  each.  A  study 
of  unusual  interest  and  profit. 

GROUP  VII.     MATHEMATICS. 

ARITHMETIC. 

Course  I.  Arithmetic.  —  Required  in  county  certificate  year.  A  mas- 
tery of  the  fundamental  rules,  divisors,  multiples,  fractions,  decimals,  and 
analysis,  with  emphasis  upon  the  definitions,  principles  and  explanation  of 
processes  is  insisted  upon,  and  the  students  are  drilled  upon  methods  of 
solving  problems  with  speed  and  accuracy.  Students  finishing  this  course 
should  continue  arithmetic  and  complete  the  next  course  before  taking  up 
the  study  of  preparatory  algebra. 

Courses  II  and  III.  Arithmetic— Double  term.  The  subject  is  com- 
pleted, emphasizing  the  topics  of  denominate  numbers  and  their  relation  to 
the  metric  system ;  percentage  as  applied  to  all  commercial  topics ;  extrac- 
tion of  roots,  and  a  strong  course  in  mensuration.  In  the  courses  in  arith- 
metic there  is  a  threefold  object:  (1)  To  ground  the  student  firmly  in  the 
science  of  arithmetic;  (2)  to  give  him  facility  in  solving  just  such  prob- 


Hays,  Kansas.  33 

lems  as  he  is  likely  to  meet  at  every  turn  of  practical  life;  (8)  to  give  the 
student  methods  that  will  be  a  tower  of  strength  to  him  throughout  his  en- 
tire course  in  mathematics.     Required  of  all  candidates  for  graduation. 

ALGEBRA. 

Course  /.  —  Required  in  county  certificate  year.  This  course  covers  the 
work  of  the  text  through  the  fundamental  rules,  factoring,  divisors,  multi- 
ples, and  reduction  of  fractions. 

Co urses  II  and  ///.—Double  term.  Required.  This  course  is  a  continua- 
tion of  the  work  of  course  I  and  covers  the  work  of  the  text  through  simul- 
taneous quadratic  equations.  It  is  the  intention  to  give  the  work  in  such  a 
manner  as  to  impart  power  in  original  investigation,  mastery  of  methods  of 
teaching  the  subject,  and  ability  to  demonstrate  formally  and  rigidly  all 
principles.  Open  to  all  students  who  have  completed  arithmetic  and  course 
I  of  algebra. 

GEOMETRY. 

Courses  I  and  II.  —Double  term.  Ability  to  pass  a  thorough  examination 
in  plane  geometry ;  a  knowledge  of  how  to  investigate  relations  and  how  to 
teach  others  to  attain  the  same  end.  Ability  to  talk  and  chalk  at  the  same 
time.  Power  of  original  proof  and  the  ability  to  apply  practically  the  de- 
ductions of  geometry.  Open  to  all  students  who  have  finished  algebra  III. 
Required  of  all  candidates  for  graduation. 

TRIGONOMETRY. 

Single  term.  Elective.  This  course  covers  the  work  of  the  text  through 
plane  trigonometry  and  the  spherical  through  the  right  and  quadrantal  tri- 
angles. Open  to  all  students  who  have  finished  algebra  III  and  geometry 
I  and  II. 

SURVEYING. 

Single  term.  Elective.  This  course  embraces  the  use  of  drawing  in- 
struments, the  transit,  plane  table,  solar  compass,  and  Y-level— the  ordi- 
nary work  required  of  the  county  surveyor.  Each  student  is  required  to 
spend  one  hour  per  day  for  ten  weeks  in  actual  field-work  with  instruments. 
Open  to  all  students  who  have  finished  trigonometry. 

GROUP  VIII.     BIOLOGICAL  SCIENCE. 

BOTANY  AND  PLANT  BIOLOGY. 

Course  I.  Field  Botany.— This  course  embraces  morphology  and  habits 
of  phanerogams  and  cryptogams. 

Course  II.  Physiological  Botany. —This  course  includes  a  study  of 
the  physiology,  ecology  and  histology  of  plants. 

Course  III.  Agricultural  Botany.— As  its  name  implies,  this  course 
gives  elementary  knowledge  of  the  relationships  of  plants  to  agriculture. 

Remark.— Any  two  of  these  courses  completes  the  requirement  in  botny, 
provided  the  laboratory  work  on  cryptogams  and  plant  tissues  is  taken. 

ZOOLOGY  AND  ANIMAL  BIOLOGY. 

Course  I.  Field  Geology. —This  course  in  natural  history  comprises 
field  and  museum  studies  of  insects  and  birds,  with  lectures  on  their  eco- 
nomic relationships  to  man,  especially  to  the  farmer. 

Course  II.  Animal  Life.— This  course  gives  a  knowledge  of  the 
physiology  and  ecology  of  animals. 

Course  HI.  Systematic  Zoology.— This  embraces  a  study  of  the  an- 
atomy of  representative  animals,  and  lectures  on  the  structure  and  habits 
of  all  the  classes  and  animals. 

Remark.—  Any  two  of  these  courses  completes  the  requirement  in 
Zoology,  but  those  who  have  taken  agricultural  botany  are  advised  to  take 
course  I  as  part  of  their  work.  Course  III  should  follow  either  course  I  or 
course  II. 


34 


Western  Normal  School. 


Hays,  Kansas.  35 

Course  TV,    Systematic   Biology.    This  course  embraces  a  study  of 

representative  animals,  their  embryology,  and  systematic  position  in  the 
animal  kingdom. 

GEOLOGY. 

Course  I.  Dynamical  and  Structural  Geology.  -This  course  includes 
text-book  and  field  work  and  laboratory  work  on  a  few  of  the  common 
minerals. 

Course  II.  Historical  Geology. —This  course  embraces  text-book  and 
field  work,  with  especial  emphasis  on  the  geology  of  Kansas,  and  work  in 
the  laboratory  on  the  determination  of  fossils. 

Re  ma  rk.  Field  sections  of  strata  are  required  and  fossils  repre- 
senting at  least  twelve  species  must  be  collected.  Course  III  in  zoology  is 
a  prerequisite  to  course  II  in  geology,  and  at  least  one  course  in  chemistry 
should  be  taken  to  do  the  best  work  in  course  I,  geology. 

PHYSIOLOGY. 

Course  I.  Physiology  Preparatory— Required  in  county  certificate 
year.     A  general  elementary  view  of  the  subject. 

Course  II.  Physiology. —A  thorough  treatment  of  the  subject  as  it 
should  be  presented  in  the  public  schools.  Anatomy,  physiology  and  hygiene 
are  emphasized.  Daily  use  is  made  of  the  skeleton  and  manikin  in  the  class- 
room. Histology  is  studied  by  aid  of  the  projection  microscope.  Laboratory 
work  includes  dissections  of  fresh  and  preserved  specimens.  Prerequisite, 
preparatory  physiology. 

GROUP  IX.     PHYSICAL  SCIENCE. 

Course  I.  Physics  Preparatory.— Required  in  county  certificate  year. 
-A  general  elementary  view  of  the  subject. 

Course  II.  Mechanics.— Required.  An  elementary  course  in  the  me- 
chanics of  solids  and  fluids.  It  is  fundamental,  and  must  be  taken  by  all 
students  who  have  not  had  its  full  equivalent  in  some  accredited  high  school. 
Students  must  have  completed  a  year's  work  in  algebra  and  should  have  a 
working  knowledge  of  geometry  for  admission  to  this  course.  Recitations, 
accompanied  by  experiments  and  demonstrations,  daily.  Individual  labora- 
tory work  two  hours  a  week. 

Course  III.  Sound,  Light,  Heat  and  Electricity.— Required.  This 
•course  is  elementary,  and  requirements  for  admission  are  the  same  as  in 
-course  I.  It  is  recommended  to  follow  course  I,  though  it  may  be  taken  be- 
fore that  course.  Both  are  required  in  the  life  certificate  course.  Recita- 
tions and  demonstrations  daily.     Laboratory  work  two  hours  a  week. 

chemistry. 

Courses  I  and  II.  General  Chemistry. —Double  term.  Elective. 
These  are  courses  in  inorganic  chemistry,  and  include  a  study  of  the  fun- 
damental principles  and  laws  of  the  science,  with  a  detailed  study  in  course 
I  of  the  non-metallic  elements  and  in  course  II  of  the  metallic  elements. 
Much  practice  is  offered  in  the  writing  of  formulas,  equations,  reactions  and 
the  solution  of  simple  chemical  problems.  Recitations  daily.  Individual 
work  in  the  laboratory  four  hours  a  week.  Many  general  experiments  and 
demonstrations  are  given  by  the  instructor  at  the  class  hour. 

GROUP  X.     GEOGRAPHY.: 

Course  I.  Geography.— Required  in  the  county  certificate  year.  A 
special  study  is  made  of  North  America,  with  Russell's  volume  upon  the 
same  as  a  guide  as  to  content,  and  Red  way's  New  Basis  for  Geography  for 
the  method  in  treating  the  same.  As  to  texts,  any  standard  complete  geog- 
raphy will  answer. 

Course  II.  Physiography.  — Required  in  county  certificate  year.  The 
text  used  is  Gilbert  &  Brigham's  Physical  Geography.  The  method  used  is 
inductive,  and  field  and  laboratory  lessons  are  given. 


36  Western  Normal  School. 

Course  III.  Geography.— Required.  The  student  taking  this  course 
must  have  credit  in  both  courses  I  and  II.  The  work  given  is  based  upon, 
Reclus's  Europe.  Mill's  International  Geography  is  recommended  as  a  refer- 
ence work  for  students  who  take  these  lectures  upon  Europe. 

Course  IV.  Physiography.— Required.  This  work  is  outlined  to  suit 
Salisbury's  Physiography  (revised  edition).  The  method  varies  in  manner 
of  presentment  from  physiography  in  course  II,  being  deductive.  Labora- 
tory and  field  lessons  are  given.  The  student  in  taking  this  work  is  pre- 
sumed to  have  completed  course  III. 

GROUP  XI.     PHYSICAL  TRAINING. 

The  primary  object  of  this  department  is  to  develop  the  physical  side  of 
the  young  men  and  women  receiving  instruction  in  this  institution.  We  be- 
lieve that  all  true  education  seeks  to  develop  the  body  in  harmony  with  the 
mind.  A  strong  body  is  necessary  to  support  a  strong  mind.  The  body  not 
only  supports  the  mind,  but  should  also  be  its  servant.  To  secure  this  end 
systematic  work  in  this  department  is  necessary. 

We  are  a  normal  school,  and  as  such  we  are  teaching  our  students  to  be- 
come teachers  in  the  public  schools  of  the  state.  To  this  end  this  depart- 
ment seeks  to  qualify  our  students  to  give  intelligent  instruction  in  physical 
training  in  the  schools  where  they  shall  teach  after  leaving  the  Normal 
School. 

All  students  are  required  to  take  work  in  the  department  unless  regu- 
larly excused  on  account  of  physical  infirmities.  Classes  in  light  gymnas- 
tics or  calisthenics  are  held  during  each  hour  during  the  regular  morning 
session,  and  students  having  vacant  hours  in  the  other  departments  are  en- 
rolled in  these  classes.  Four  terms  of  twenty  weeks  each  in  calisthenics  or 
equivalent  accepted  work  must  be  taken  before  graduation.  These  morning 
classes  are  mixed,  and  students  take  the  work  in  the  regular  costume  of  the 
classroom.  A  careful  record  is  kept  of  attendance  and  all  cases  of  absence 
or  tardiness  must  be  excused  by  the  physical  director. 

The  work  of  the  morning  classes  consists  of  free  gymnastics,  long  wands,, 
short  wands,  dumb-bells,  rings  and  Indian  clubs. 

The  work  of  each  class  is  arranged  in  accordance  with  the  day's  order, 
and  is  given  under  three  heads :  <1)  Marching  for  a  short  time  at  the  be- 
ginning and  close  of  the  period ;  (2)  a  drill  with  some  particular  piece  of 
light  apparatus,  or  free  gymnastics,  arranged  so  as  to  progress  from  simple 
movements  to  complex  and  harder  ones ;  (3)  breathing  exercises  are  given 
each  day,  the  object  being  to  produce  the  habit  of  deep  breathing.  The 
best  time  for  this  work  is  during  the  class  rest,  when  about  half  through  the 
drill.  The  arms  and  body  should  be  put  in  a  position  that  will  enlarge  the 
chest  capacity,  and  then  a  deep  inspiration  taken,  followed  by  a  deep  ex- 
piration. 

Heavy  Gymnastics.— This  work  is  given  in  afternoon  classes,  and  the 
boys  and  girls  work  separately.  The  girls  wear  the  bloomer  suit,  and  the 
work  is  more  closely  adapted  to  the  special  needs  of  girls  than  is  the  work 
of  mixed  classes  in  the  morning.  The  work  consists  of  more  difficult  free 
body-building  exercises,  work  with  light  apparatus,  gymnasium  games,  and 
a  small  amount  of  work  on  heavy  apparatus. 

In  the  boys'  classes  the  work  consists  of  vigorous  free  body-building 
exercises,  a  small  amount  of  work  with  light  apparatus,  gymnasium  games, 
and  work  on  the  heavy  apparatus.  This  consists  of  the  long  horse,  high 
parallels,  suspended  parallels,  flying  rings,  and  mat  exercises. 

Athletics. —Under  this  head  come  basket-ball,  baseball,  football,  ten- 
nis, and  track  and  field  athletics. 

The  Athletic  Association,  organized  in  1905,  provided  for  the  organiza- 
tion of  sections  in  baseball,  football,  tennis,  basket-ball,  etc.  A  fine  park 
and  ample  courts  offer  rare  facilities  for  outdoor  exercises.  A  small  fee 
is  charged  by  the  association  for  athletic  privileges.  Professionalism  is 
excluded. 

Basket-ball  teams  are  organized  for  both  boys  and  girls. 

The  boys  play  their  regular  practice  games  in  the  open  gymnasium  and 


Hays,  Kansas. 


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have  contests  with  teams  representing  other  schools.  Basket-ball  is  played 
during  the  third  and  fourth  ten  weeks  of  the  school  year,  from  about  the 
middle  of  November  to  the  last  of  March. 

Baseball  begins  with  indoor  practice  about  February  1,  and  continues  in 
the  gymnasium  until  the  weather  permits  practice  on  the  field.  Play  con- 
tinues on  the  field  during  the  spring  and  summer  terms.  The  indoor  work 
is  intended  to  put  the  players  in  good  physical  condition  for  hard  practice  as 
soon  as  they  can  go  to  the  field.  The  baseball  team  plays  with  teams  from 
other  schools. 

Football  is  played  from  the  beginning  of  the  fall  term  until  the  Thanks- 
giving recess. 

Tennis  is  played  during  the  spring,  summer  and  fall  terms.  Many 
students  join  this  section. 

Physical  Training  for  Teachers.— Each  senior  is  required  to  take  a 
ten-weeks  course  in  the  theory  of  physical  training.  This  consists  of  five 
recitation  periods  each  week.  It  consists  chiefly  of  lectures  by  the  physical 
director  and  library  references  for  the  class  to  read.  The  department  has 
a  reserve  shelf  in  the  library  for  books  for  this  class.  These  lectures  treat 
of  the  functions  of  exercise,  a  general  knowledge  of  anatomy,  bathing, 
sleep,  rest,  fatigue,  anthropometry,  systems  of  gymnastics,  dress  reform, 
first  aid,  etc. 

After  finishing  the  work  in  the  chief's  training  class  each  senior  is  re- 
squired  to  command  a  class  in  the  morning  calisthenic  work.  His  work  is 
under  the  direct  supervision  of  the  physical  director,  to  whom  he  is  respon- 
sible for  the  kind  of  work  he  does.  As  a  substitute  for  this  work,  a  senior 
is  sometimes  permitted  to  assist  in  caring  for  a  class  in  heavy  gymnastics 
or  to  take  charge  and  coach  a  class  in  some  section  of  athletics. 

GROUP  XII.     DRAWING. 

Course  I.  Pencil  Drawings,  Illustrating  the  Principles  of  Per- 
spective—Required.  Study  of  form  and  proportions;  elements  of  compo- 
sition, dark  and  light  values;  pencil-sketching  from  nature;  study  of  color 
harmonies;  color  studies  in  crayon  from  arrangements  of  still-life  objects; 
wash-drawings;  arrangements  of  plant  forms;  water-color  drawings  of  sim- 
ple landscapes  and  still-life  compositions. 

Course  II.  Mechanical  Drawing.— Required.  A  course  for  those  pre- 
paring to  teach  in  high  schools  or  to  teach  manual  training.  This  course 
involves  the  representation  of  objects  projected  against  planes.  Drawings 
are  made  with  mechanical  aids,  most  of  which  are  supplied  by  the  institution. 

Course  HI.  —Required.  Throughout  this  course  attention  will  be  given 
to  work  in  drawing  adapted  to  pupils  in  the  grades,  and  methods  of  present- 
ing such  lessons  will  be  discussed  and  illustrated. 

GROUP  XIII.     MANUAL  TRAINING  AND  DOMESTIC  SCIENCE. 

The  importance  of  the  fact  that  the  essence  of  all  training  is  in  doing,  of 
all  motor  training  is  in  doing  with  the  hands  and  other  motor  organs,  is 
recognized.  The  hand  work  is  intended  to  train  the  mind;  also,  to  exercise 
it  in  directing  the  motor  activities  involved  in  the  operations  in  the  manual- 
training  room. 

Mental  power  comes  through  organized  thinking,  and  this  is  brought 
about  when  an  individual  sets  himself  a  definite  task  and  then  thinks  out 
and  applies  the  ways  and  means  of  doing  it.  The  use  of  models,  upon 
which  certain  operations  involve  the  selection  and  use  of  appropriate  tools 
in  a  correct  manner,  gives  training  in  clear,  definite  thinking  and  develops 
the  powers  of  concentration. 

But  with  this  technical  skill  and  thought-training  is  also^  given  the  ability 
to  appreciate  correct  proportions  and  their  relation  to  the  production  of 
pleasing  forms.  Simple  and  appropriate  methods  of  decorating  the  objects 
made  are  suggested  and  every  opportunity  for  individual  development  is  en- 
couraged. At  the  same  time  it  is  the  purpose  of  the  department  to  equip 
•thoroughly  our  students  for  teaching  manual  training. 


Hays,  Kansas.  39' 

The  daily  lessons  are  forty  minutes,  but  one  and  one-half  hours  additional 
time  will  be  required  daily  to  complete  the  work. 

MANUAL   TRAINING. 

Courses  I  and  II.  Woodwork.— Ten  to  twenty  weeks  of  drawing  should 
precede  entrance  to  the  classes  in  woodwork.  The  course  consists  in  the 
making  of  assigned  and  selected  models  of  wood  involving  the  typical  uses 
of  many  of  the  common  wood-working  tools.  The  exercises  are  intended  to 
lead  the  student  to  an  orderly  and  skilful  use  of  the  tools,  together  with  a 
knowledge  of  the  choice,  care  and  adjustment  of  tools  and  a  clearer  under- 
standing of  the  possibilities  and  limitations  of  the  materials  and  powers  at 
his  command.  Attention  is  given  to  the  use,  texture  and  finish  of  various 
woods  and  to  the  choice  and  planning  of  models  suited  to  manual  training 
under  differing  conditions. 

Course  III.  Basketry,  Cardboard  Construction,  Weaving,  Chip- 
carving,  etc.  — Offered  particularly  in  the  summer  term.  This  course  has 
been  outlined  to  meet  the  wants  of  teachers  qualifying  themselves  more  fully 
for  manual  training  in  the  grades,  or  for  a  busy-work  course. 

DOMESTIC  SCIENCE. 

It  is  hoped  that  some  work  in  domestic  science  may  be  undertaken 
during  the  spring  and  summer  terms  of  the  current  year,  though  this  must 
of  necessity  be  of  a  nature  that  requires  but  little  equipment. 

In  sewing,  work  equivalent  to  the  first  term's  work  offered  at  Manhattan, 
can  unquestionably  be  done.  This  is  handwork  entirely  and  is  eminently 
practical.  Among  other  things,  it  includes  the  various  basting  stitches,  and 
their  uses;  French,  felled,  overhanded,  lapped  and  other  seams;  different 
sorts  of  hems  and  hemming;  hemstitching;  hemming  and  darning  of  nap- 
pery;  mending  and  patching  of  plain,  checked  and  stiiped  cottons,  and  of 
woolens;  matching  and  joining  of  lace  and  embroidery;  blanket  and  finish- 
ing stitches  for  edges>nd  seams  on  flannels,  and  many  other  things  of  prac- 
tical every-day  value. 

In  cookery,  the  work  must  consist  more  of  theory  than  of  practice,  but 
much  valuable  information  concerning  the  classes  of  food,  mineral,  vege- 
table and  animal;  their  chemical  and  physical  properties;  their  food  values, 
nutritive,  dietetic  and  economic;  and  their  digestibility  and  cookery.  ■■. 

GROUP  XIV.     MUSIC. 

Course  I.  Vocal  Music— Required.  This  course  is  intended  for  the 
general  student  who  wishes  to  develop  his  own  powers  and  come  into  pos- 
session of  a  practical  plan  by  which  conditions  and  progress  in  school  music 
may  be  judged.  It  prepares  him  to  read  music  independently,  to  secure  key 
relationship  from  any  tone  taken  as  key-tone,  to  master  the  problems  of 
measure  and  rhythm,  and  to  combine  these  in  sight-reading  exercises  and: 
songs.     This  is  required— 

First  term.— Through  the  singing  of  rote  songs,  by  teaching  the  scale  as 
a  melody,  in  different  keys,  in  parts,  in  scale  succession,  and  using  the  easier 
skips;  by  means  of  rote  and  dictation  exercises. 

The  student  must  acquire  a  practical  knowlege  of  the  staff,  degree 
names,  pitch  names  (letters),  clef,  key  and  measure  signatures,  notes,  syl- 
lable names,  relative  value  of  different  note  lengths,  their  relation  in  the 
various  kinds  of  measure,  tone  relation  in  key,  and  key  relationship  in  the 
most  nearly  related  keys.  Some  instruction  will  be  given  in  the  simplest 
forms  of  melody  writing. 

Rote  singing  is  made  one  of  the  special  features  of  this  work,  and  a  va- 
riety of  the  best  songs  are  used,  adapted  to  instruction  in  the  grades. 

Tonic  sol-fa  is  explained  and  practice  given  in  translating  from  one  nota- 
tion to  the  other. 

Instruction  in  proper  breathing,  phrasing  and  general  principles  of  song 
singing  is  given. 

Songs  and  exercises  in  one-  and  two-voice  parts  are  used  for  this  work. 

Course  II.    Public-school  Music— Elective.    Work  of  first  term  re- 


'40  Western  Normal  School. 

viewed.  Ear-training  and  dictation  work  continued  Melody  writing  from 
dictation,  in  different  kinds  of  time  and  rhythm.  Original  work  in  melody 
writing  is  encouraged.  The  most  common  Itilian  terms  and  marks  used  to 
indicate  the  tempo  and  character  of  songs. 

•  Comparison  of  staff  and  tonic  sol-fa  notations  continued  and  sufficient 
practic  to  enable  the  student  to  translate  from  one  notation  to  the  other, 
bringing  more  clearly  to  the  mind  the  underlying  elements  and  principles  of 
music. 

The  study  of  melodic  and  harmonic  intervals  and  triads  in  the  simpler 
forms  is  begun.  Three-  and  four-part  singing  and  sight-reading  are  prac- 
ticed and  individual  independence  in  singing  is  sought.  A  knowledge  of  the 
G,  F  and  C  clefs  is  acquired  and  the  use  of  chromatic  signs  and  their  in- 
fluence in  modulating  is  explained. 

GROUP  XV.     FOREIGN  LANGUAGES. 

LATIN. 

Courses  I,  II,  HI  and  IV.—  Quadruple  term.  The  elementary  text  will 
be  completed,  special  attention  being  given  to  the  marking  of  quantities, 
the  careful  and  accurate  pronunciation  of  words,  thoroughness  in  the 
mastery  of  all  paradigms  and  the  accurate  translation  of  easy  Latin  pas- 
sages. The  student  is  expected  to  acquire  in  this  year's  work  a  fair 
vocabulary  and  such  mastery  of  the  elementary  principles  of  syntax  as  will 
be  essential  for  his  successful  progress  in  further  study.  Daily  practice  in 
the  writing  of  Latin  prose  will  be  an  important  feature  of  the  work.  The 
presentation  of  the  fundamental  uses  of  the  subjunctive  in  the  text  is  sup- 
plemented by  use  of  Bennett's  Grammar. 

Courses  V,  VI,  VII  and  VIII.—  Quadruple  term.  Books  I,  II,  III  and 
IV  of  Caesar,  Bennett's  Prose  Composition,  will  be  completed,  in  connection 
with  the  text,  together  with  a  thorough  grammar  study  of  all  case  and  sub- 
junctive constructions.  The  aim  of  the  year's  work  is  to  master  the  prin- 
ciples of  translation  and  grammar  so  thoroughly  as  to  lay  a  sure  foundation 
for  all  future  work.  Constant  drill  in  syntax  and  prose  characterizes  this 
course.  The  geographical  study  of  Caesar's  campaigns  of  the  first  four 
books  by  means  of  maps  and  outlines  accompanies  this  year's  work.  Ben- 
nett's or  Kelsey's  texts  are  preferred. 

Courses  IX  and  X.  Cicero.  — Double  term.  The  four  orations  against 
Catiline  constitute  the  basis  of  this  work.  Special  attention  is  given  to  the 
study  of  the  conditional  sentence  as  illustrated  in  Cicero,  and  selected  ex- 
ercises in  prose  composition  will  be  given  to  enforce  the  teaching  on  the 
conditions.  In  order  to  assure  a  grasp  of  the  thought  expressed  an  outline 
or  brief  of  each  oration  will  be  required. 

Courses  XI and  XII.  Vergil. —Books  I-IV.  Double  term.  Quantitative 
reading  of  Latin  poetry  receives  special  attention,  and  daily  drill  is  persisted 
in  until  the  pupil  has  the  ability  to  read  with  something  of  ease  and  beauty 
the  poet's  lines.  It  is  not  the  expectation  that  syntax  will  require  much 
attention  except  in  those  points  peculiar  to  poetry— constant  effort  being 
given  to  acquiring  greater  facility  in  translation.  Mythological  allusions 
necessary  to  the  complete  understanding  of  the  lines  are  investigated  and 
there  is  sufficient  study  of  the  Augustan  age  and  literature  to  give  the  set- 
ting of  the  epic,  which  is  translated  as  far  as  possible  as  a  noble  piece  of 
literature  rather  than  as  a  sharpener  of  syntactical  knowledge. 

GERMAN. 

Courses  I  and  //.—Double  Term.  Otis-Carruth  German  Grammar, 
Schrakamp's  Das  deutsche  Buch  fur  Aufanger.  The  pronunciation  is  taught 
phonetically;  declensions  and  conjugations  learned  thoroughly;  the  transla- 
tions into  the  German  corrected,  rewritten,  and  learned,  so  as  to  enable  the 
student  to  reproduce  them  orally.  Selections  in  Das  deutsche  Buch  form 
the  basis  of  conversation  in  German  concerning  things  connected  with  every- 
day life.  Practice  is  given  in  writing  and  translating  from  dictation. 
Simple  poems  are  memorized. 

Courses  III  and  IV.  —  Double   term.     Otis-Carruth   German   Grammar, 


Hays,  Kansas.  41 

Schrakamp's  Mythen  und  Sagen,  Storm's  Immensee,  Wildenbruch's  Das  edle 
Blut,  Seidel's  Leberecht  Hiihnchen.  The  grammar  is  completed  by  the 
same  method  as  in  German  I.  Throughout  the  study  of  grammar  compre- 
hension of  the  principles  involved  is  strengthened  by  comparison  and  con- 
trast with  English  grammar.  The  selections  read  form  the  basis  for 
conversation,  and  practice  in  dictation  and  memorizing  is  continued. 

Courses  V  and  VI.—  Double  term.  Schiller's  Wilhelm  Tell,  or  Die  Jung- 
frau  von  Orleans,  Das  Lied  von  der  Glocke,  selected  ballads.  The  play  is 
translated  or  read  and  fully  discussed  in  class,  parts  of  it  are  memorized* 
the  characters  are  studied;  also  the  structure  of  the  play,  its  sources,  and 
its  relation  to  history.  Thomas's  Life  of  Schiller  is  read  outside  of  class, 
and  a  paper  on  the  life  and  works  of  Schiller  is  required  from  each  student. 
By  means  of  lectures  from  time  to  time  a  general  knowledge  of  the  principal 
dramas  of  Schiller  is  given.     Practice  in  conversation  is  continued. 

Courses  VII  and  VIII.  —  Double  term.  Goethe's  Hermann  und  Dorothea 
and  Iphigenie. 

Courses  IX  and  X— Double  term.  Advanced  grammar,  based  on  Thom- 
as's Practical  German  Grammar,  Fossler's  Practical  German  Conversation. 

Courses  XI  and  XII.—  Double  term.  Prose  composition,  based  on  von 
Jagemann's  or  Harris's  Prose  Compositions. 

GROUP  XVI.     COMMERCE. 

Course  1.  Penmanship. —Required  in  county  certificate  year.  The  first 
object  is  to  secure  an  easy  and  correct  position;  second,  to  give  a  knowledge 
of  the  forms  of  letters  and  their  combinations  into  words;  third,  to  attain 
as  rapid  a  rate  of  speed  as  is  consistent  with  ease  and  legibility;  fourth,  the 
application  of  writing  to  other  subjects,  especially  to  business  forms  and 
correspondence.  All  methods  are  directed  to  the  accomplishment  of  these 
ends. 

Course  II.  Bookkeeping.— Required  in  county  certificate  year.  The 
first  object  is  the  thorough  mastery  of  the  principles  of  debit  and  credit. 
This  is  taught  from  the  view-point  of  the  accountant.  Exercise  is  given  in 
the  opening  of  accounts  and  the  keeping  of  an  ordinary  set  of  books,  using 
the  journal,  day-book,  cash-book  and  ledger.  Much  practice  is  given  to 
writing  notes,  checks,  drafts  and  other  business  forms.  The  form  and 
analysis  of  statements  are  given  careful  attention.  Accuracy  and  neatness 
are  insisted  upon  at  all  times. 

Course  III.  Bookkeeping.— Elective.  Most  of  the  term  is  given  to  the 
acquisition  of  a  more  thorough  and  extended  familiarity  with  the  science 
of  accounts  and  the  handling  of  business  forms.  Attention  is  given  to  ac- 
curacy and  rapidity  in  computation,  making  of  bills,  invoices,  checks,  drafts, 
and  the  discounting  of  commercial  paper.  All  ledger  accounts  and  closing 
statements  are  carefully  analyzed.  The  work  is  pursued  with  special  refer- 
ence to  good  teaching  methods  of  the  subject  that  will  insure  classroom  re- 
sults and  impart  practical  business  knowledge. 

Course  IV.  Bank  Accounting.  — Elective.  After  a  detailed  account 
of  the  organization  and  practical  management  of  banks  is  discussed, 
books  are  opened  from  statements  showing  the  condition  of  a  bank  that 
is  in  actual  operation.  The  work  is  designed  to  reproduce  as  nearly  as 
possible  the  actual  routine  of  a  national  bank.  Text  used  is  Modern  Illus- 
trative Banking. 

Courses  V  and  VI.  Commercial  Law.— Double  term.  The  course  given 
covers  thoroughly  the  law  of  contracts ;  agency ;  bailments,  together  with 
obligations  of  common  carriers ;  bankruptcy  and  insolvency ;  insurance ;  ne- 
gotiable instruments ;  partnerships ;  corporations ;  sales  of  personal  prop- 
erty ;  real  property.  Gano's  Commercial  Law  is  used  as  a  basis,  but  more 
complete  works  from  the  library  are  drawn  upon  freely.  Actual  cases  de- 
cided upon  by  the  courts  furnish  much  material  used. 

TYPEWRITING. 

The  subject  is  introduced  with  a  careful  study  of  the  machine  to  be 
used,  and  instruction  as  to  its  care,  mechanism  and  possibilities.     The  touch 


42 


Western  Normal  School. 


Hays,  Kansas.  43 

system  i3  used  exclusively.  Proper  fingering  is  insisted  upon  in  all  manipu- 
lations of  the  machine.  A  light,  rapid,  smooth  and  even  touch  is  secured 
as  early  as  possible.  Accuracy  is  the  first  object  to  be  attained,  though 
speed  should  soon  come  as  a  natural  result  of  practice.  Neatness  in  work 
is  emphasized.  Voice  dictation  is  a  part  of  the  work  from  the  beginning, 
and  proceeds  from  the  simplest  combinations  of  letters  through  carefully 
graded  exercises  to  the  most  difficult  matter.  Arrangement  of  work  and 
tabulations  receive  special  attention.  To  be  able  to  write  without  error  and 
at  the  same  time  smoothly  and  rapidly  any  kind  of  miscellaneous  matter  or 
business  document  is  the  end  and  aim  of  typewriting,  and  this  object  is  held 
before  the  students  throughout  the  course. 

Course  /.  —  Mastery  of  the  keyboard,  and  diligent  practice  on  words 
standing  alone ;  also  on  easy  sentences  and  the  simplest  and  shortest  of 
business  letters. 

Course  //.  —  Practice  on  connected  matter,  introduction  to  tabulation, 
and  dictation  of  various  selections  from  standard  literature ;  letters  and 
business  forms  of  some  difficulty ;  envelope  addressing. 

Course  III.  —Tabulation  continued ;  arrangement  carefully  studied ;  tran- 
scription from  voice  dictation  and  shorthand  dictation ;  study  of  most  com- 
mon legal  forms. 

Course  IV.—  Special  attention  to  arrangement,  spelling,  punctuation  of 
voice-dictation  exercises  of  considerable  difficulty;  writing  of  much  con- 
nected material ;  study  of  manifolding ;  carbon  work,  etc. 

SHORTHAND. 

Cultivation  of  the  ear  in  distinguishing  sounds  and  habits  of  close  atten- 
tion are- requisite  for  the  successful  study  of  shorthand.  Accuracy  in  read- 
ing and  in  making  forms,  quick  perception  and  rapid  thinking  are  insisted 
upon  from  the  beginning.  Each  principle  as  presented  receives  thorough 
drill.  Logograms,  contractions  and  phrases  are  specially  dwelt  upon.  In 
transcription  of  connected  matter,  spelling,  paragraphing  and  arrangement 
must  be  absolutely  correct.  Accuracy  is  made  the  first  requirement,  speed 
the  second.  Miscellaneous  dictation  is  introduced,  supplementing  the  work 
of  the  dictation  text,  the  object  being  to  increase  the  student's  vocabulary 
and  increase  his  general  knowledge.  Dictation  includes  common  legal  and 
business  forms,  choice  selections  from  literature,  letters,  tabulations,  etc. 
Much  emphasis  is  laid  on  transcription  of  dictation  into  typewriting.  Stu- 
dents are  urged  to  take  the  two  subjects  at  the  same  time.  Much  reading 
of  shorthand  is  required,  in  order  to  familiarize  the  student  with  forms  and 
to  increase  the  rapidity  of  the  reading  of  notes. 

Course  /.—Completion  of  first  thirty-four  lessons  in  text. 

Course  //.—Completion  of  text,  and  practice  in  reading  from  shorthand 
articles  in  phonographic  magazines. 

Course  ///.  —  Letter  dictation  from  dictation  manual,  and  much  practice 
in  writing  outside  material  from  voice  dictation.  Beginning  of  work  with 
graphophone  records. 

Course  IV.—  Continued  study  of  letter  and  legal  dictation  from  manual, 
and  outside  dictation  of  carefully  graded  material,  including  common  busi- 
ness and  legal  forms,  selections  from  standard  literature  of  some  difficulty 
in  writing,  and  much  transcription  of  notes  on  typewriter. 

AGRICULTURE. 

The  agriculture  offered  has  for  its  primary  aim  the  training  of  teachers 
to  teach  elementary  agriculture  in  the  public  schools,  hence  throughout 
the  courses  special  attention  will  be  given  to  simple,  helpful  experiments. 
The  courses  and  work  offered  are  planned  to  enable  the  teacher  to  lead 
the  pupils  to  a  better  understanding  and  acquaintance  with  and  a  deeper 
interest  in  the  things  of  their  every-day  life.  To  the  individual  taking  the 
work  here  or  in  any  other  school,  be  it  rural,  high  school,  normal,  or  college, 
a  course  in  agriculture  offers  practical  work  of  economic  value;  especially 
does  it  lay  the  foundation  for  future  growth  and  development  of  the  pupil. 


44  Western  Normal  School. 

It  offers,  too,  exceptional  advantages  for  complete  training  of  eyes,  ears,.. 
and  hands,  as  well  as  the  judgment  and  reasoning  powers.  This,  together- 
with  the  practical  interest,  the  previous  experience  of  the  pupil,  his  ac- 
quaintance with  t!  -\  subject-matter  and  the  consequent  fund  of  facts  at  his 
command  upon  whici;  he  may  draw  for  his  conclusions,  makes  the  cultural 
value  of  this  work  second  to  none. 

The  School  has  exceptional  advantages  for  observation  of  practical  work. 
On  the  School  campus  experimental  and  illustrative  work  will  be  carried  on. 
The  Model  District  School  maintains  a  school  garden  each  year,  the  man- 
agement of  which  is  a  fine  object-lesson.  Added  to  these  is  the  Fort  Hays 
Branch  Experiment  Station  of  the  Agricultural  College  within  easy  walking 
distance,  where  the  classes  may  be  taken  to  see  and  study  the  solution  of 
large  problems  in  farm  crops,  tillage,  animal  husbandry,  horticulture,  irri- 
gation, construction  of  farm  buildings  and  planning  of  farm  grounds. 

Course  I.  Elementary  Agriculture.— Elective.  May  be  taken  dur- 
ing county  certificate  year  or  any  time  during  life  diploma  course.  No  pre- 
requisites. Offered  during  the  summer  term  regularly  and  at  other  times 
when  sufficient  demand.  A  brief  study  of  the  origin  and  nature  of  soils, 
principles  of  tillage  and  soil  management,  growth  and  care  of  farm,  garden 
and  orchard  crops,  and  feeding,  housing  and  care  of  farm  animals.  This 
course  must  be  brief,  but  aims  to  be  an  introduction  to  work  in  agriculture 
and  to  enable  elementary  teachers  to  introduce  the  work  in  the  rural  schools. 

Course  II.  Soils.— Elective.  Prerequisite,  preparatory  physical  geog- 
raphy. Fall  term  each  year.  The  class  will  study  the  origin,  texture, 
constituents  and  plant- foods  in  the  soil;  the  principles  of  tillage  and  soil 
preparation;  soil  preservation;  the  care  and  application  of  manures  and; 
fertilizers,  with  special  attention  to  the  nitrogen  problem,  and  crop  rotation, 
dry-land  farming  and  moisture  control.  Special  attention  will  be  given  to 
preparation  of  soil  and  for  tillage  of  leading  crops  of  Kansas. 

Course  III.  Farm  Crops.  —Elective.  Prerequisites,  course  II  and  botany. 
Third  term  each  year.  The  farm  crops,  both  forage  and  cereal  crops,  raised 
in  large  quantity,  will  be  studied.  Specimens  of  the  less  well  known  will  be 
examined.  The  course  will  include  preparation  of  seed-bed,  selection  and 
grading  of  seeds,  tillage,  protection  from  enemies,  harvesting,  storing  and 
marketing  of  crops.  Special  attention  will  be  given  to  the  adaptability  and 
economy  of  certain  crops. 

Course  IV.  Animal  Husbandry. —Elective.  Student  should  have  taken 
course  II  in  physiology.  Fourth  term  each  year.  This  course  will  include 
feeding,  housing  and  caring  for  farm  animals  and  poultry  for  purposes  of" 
breeding,  for  market,  or  for  their  products.  Some  time  will  be  given  to  the 
study  of  breeds  and  stock  judging.  Adaptability  and  economy  will  be  em- 
phasized here  as  in  course  III. 

Course  V.  Horticulture.  —  Elective.  Prerequisites,  course  II  and 
botany.  Spring  term.  This  course  will  give  training  in  growing  and  caring 
for  forest,  orchard,  garden  and  ornamental  trees,  shrubs  and  plants.  Tree- 
growing,  planting,  pruning,  spraying,  budding  and  grafting,  plant  propaga- 
tions by  layering,  cuttings,  etc. ,  treatment  and  prevention  of  plant  enemies 
and  diseases,  hotbed  and  general  garden  management,  cultivation,  harvest- 
ing and  marketing,,  will  receive  attention  in  the  term's  work. 

Course  I  is  not  necessarily  an  introduction  to  the  other  courses,  but  rather 
a  briefer  course  for  those  who  want  a  view  of  the  entire  subject  but  have- 
not  the  time  for  the  full  forty  weeks  of  electives. 

Students  contemplating  teaching  agriculture  should  take  courses  II  to 
V,  inclusive. 

THE  MODEL  DISTRICT  SCHOOL. 

In  answer  to  numerous  inquiries  concerning  the  nature  and  scope  of  this 
branch  of  the  work,  we  herewith  present  such  information. 

Realizing  the  need  for  help  on  the  part  of  the  inexperienced  and  the  need 
for  more  and  better  preparation  for  his  work  and  for  a  better  understandings 
of  the  problems  and  conditions  which  are  likely  to  confront  him,  on  the  part 
of  the  average  rural-school  teacher  in  general,  the  Model  District  School 


Hays,  Kansas.  45 

•was  established  as  one  of  the  departments  of  the  regular  teachers'  training 
work. 

It  is  hoped  that  here  the  prospective  teacher  and  .the  one  eager  to  ad- 
vance in  his  work  may  learn  of  many  things,  both  in  methods  and  manage- 
ment, which  will  be  of  value;  that  here  not  only  he  may  get  theories,  but 
may  see  some  of  those  theories  put  into  actual  operation. 

The  schoolroom  itself  is  equipped  with  charts,  globes,  maps  (both  relief 
and  political),  sand-table,  work-table,  curio-cabinet,  dictionary,  small  library, 
single  seats  of  graduated  sizes,  pictures,  etc.  All  these  desirable  and  help- 
ful things  are  of  such  a  character  as  to  be  easily  within  the  financial  possi- 
bilities of  the  average  district  school,  and  yet  they  fairly  represent  essential 
elements  in  a  school  where  the  best  work  is  to  be  done.  Such  equipment, 
simple  though  it  may  be,  gives  the  observer  an  idea  of  the  tools  which  he 
must  or  may  wish  to  use  and  with  which  he  should  be  familiar. 

The  course  of  study  is  the  state  course  prepared  for  the  use  of  the  com- 
mon schools  of  Kansas,  and  the  regular  state  text-books,  with  such  supple- 
mental work  as  time  and  opportunity  permit,  are  used.  Any  and  all  grades 
may  be  received,  though  as  yet  all  regular  eighth-  and  ninth-grade 
pupils  have  been  cared  for  in  the  Model  Training  School.  Considerable  at- 
tention is  given  to  some  of  the  things  frequently  neglected  in  most  rural 
schools.  Among  these  are  music— simple  and  rudimentary,  to  be  sure; 
drawing  and  color  work  in  water-colors,  crayons,  paper,  etc. ;  woodwork, 
requiring  the  knife  only,  for  the  boys;  for  the  girls,  some  sewing,  employ- 
ing the  various  basting  stitches,  hemming,  backstitching,  overhanding, 
etc.,  is  given.  Other  work  which  trains  hand,  eye  and  mind  to  work  in 
unison  is  erflployed  in  all  grades.  Some  of  the  occupations  are  paper- folding, 
cardboard  construction  work,  weaving  and  paper-cutting.  All  such  work  is 
found  to  be  advantageous  in  developing  carefulness,  neatness,  accuracy  and 
attention,  as  well  as  in  creating  a  general  interest  in  all  the  work  of  the 
school.  Only  one  period  per  day  can  be  given  to  these  various  lines,  which 
are  generally  considered  as  apart  from  the  regular  school  subjects,  yet  in 
the  course  of  a  year  much  may  be  accomplished. 

At  all  times  pupils  are  encouraged  to  keep  eyes,  ears  and  mind  open  and 
attuned  to  receive  the  lessons  of  beauty  and  utility  which  nature  herself 
is  ever  ready  to  give,  and  to  understand  that  the  "beautiful  is  as  useful  as 
the  useful  and  that  the  useful  is  as  beautiful  as  the  beautiful."  To  this 
end,  various  observations  <*nd  records  concerning  the  manifestations  of  na- 
ture, which  are  easily  ascertained  by  all,  are  made  from  time  to  time.  To 
assist  in  this  a  cabinet  is  maintained  which  contains  many  things  of  interest 
from  the  animal,  vegetable  and  mineral  kingdoms  and  from  both  land  and 
water.  Pupils  make  frequent  additions  to  the  cabinet  and  from  it  articles 
are  often  taken  to  enliven  some  recitation  or  to  illumine  some  topic. 

Elementary  agriculture  has  a  place  on  the  program  also,  and  is  a  favorite 
subject  with  all.  A  school  garden  gives  an  opportunity  to  put  into  practice 
some  of  the  theories  and  teachings  of  the  text-book.  No  matter  what 
faults  the  Squeers  methods  possess,  Squeerswas  not  far  wrong  in  his  theory 
tfiat  pupils  should  put  the  information  gained  into  practical  use.  The  school 
garden  gives  the  opportunity  to  do  this. 

One  feature  of  the  work  of  the  School  is  the  making  and  using  of  much 
"busy-work"  material.  This  is  kept  as  simple  as  possible,  much  of  it  being 
"home-made,  "or  at  least  consisting  of  the  commonest  and  most  cheaply 
or  easily  obtainable  material,  in  order  that  it  may  be  within  the  possibility 
of  any  and  all  teachers  to  possess  or  make.  The  various  uses  of  such  ma- 
terial are  explained  in  order  that  it  be  made  evident  that  their  purpose  is 
not  only  "to  busy"  the  little  people  who  are  not  able,  or  who  are  only  par- 
tially able  "to study,"  in  the  usual  acceptance  of  the  term,  but  that  it  is  to 
busy  them  to  some  purpose.  That  is,  its  object  is  to  emphasize  and  review 
some  lesson  previously  taught  or  to  prepare  the  way  for  some  lesson  which 
is  to  follow.  This  line  of  work  is  of  no  small  value  to  the  beginning  teacher, 
inasmuch  as  the  busy  child  is  usually  a  happy  and  a  good  one,  while  the  idle 
child  is  a  menace  to  the  good  of  the  school  and  to  the  teacher's  peace  of 
mind.  It  is  his  right  to  be  employed  and  the  teacher  ought  to  be  able  to 
provide  such  employment.  This  the  Model  District  School  attempts  to  help 
him  to  do. 


46 


Western  Normal  School. 


All  preparatory  and  first-year  students  at  the  Normal  are  required  to 
observe  the  work  of  the  District  School  two  hours  per  week  for  twenty 
weeks.  Once  in  two  weeks  the  teacher  in  charge  holds  a  conference  with 
the  observers,  and  discusses  means,  methods,  plans  and  devices  for  further- 
ing the  work  and  overcoming  the  difficulties  ordinarily  found  in  the  one- 
teacher  school  of  many  grades.  Pedagogical  principles,  as  exemplified  in 
the  work,  are  discussed  and  emphasized  and  the  prospective  teacher  is  led 
to  understand  that  certain  things  are  not  done  just  because  they  happen  so, 
but  because  there  is  a  good  and  sufficient  reason  for  their  being  so. 

The  pupils  of  the  school  come  to  us  from  various  sources.  Some  are 
from  families  whose  homes  are  in  Hays;  some  from  families  who  have  come 
to  Hays  for  the  special  purpose  of  schooling  their  children;  some  others 
from  the  homes  of  tenants  on  the  "reservation,"  or  from  near-by  rural 
homes.  The  only  laws  governing  their  admission  are,  "first  come,  first 
served,"  and  no  pupils  who  have  first  entered  the  city  public  school  are  ad- 
mitted during  that  school  year. 

Not  less  than  twenty-five  nor  more  than  thirty-five  pupils  are  desired  at 
any  one  time.  Unlike  the  other  departments  of  the  school,  all-day  sessions 
are  maintained. 

Finally,  the  playground  tries  to  present  some  features  not  commonly 
seen  on  rural-school  grounds,  but  which  might  and  should  be  oftener  seen. 
Among  these  are  a  swing,  a  merry-go-round  and  a  teeter-totter  board. 
Other  simple  articles  of  amusement  and  pleasure  are  contemplated. 

Plenty  of  healthful  and  wholesome  amusements  prevent  the  planning  of 
and  the  indulgence  in  mischief,  hence  the  presence  of  such  equipment  is 
conducive  of  good  and  worthy  of  coisde-ation. 


1   ['*          Jp^ 

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BOYS'  BASKET-BALL  TEAM, 


Hays,  Kansas. 


47 


PERIODICALS  IN  THE  LIBRARY. 


DAILIES. 


Capital,  Topeka. 
Star,  Kansas  City.  Mo. 


Advocate,  Grainiield. 
'Advocate,  Mankato. 
Argus,  Lebanon. 
Breeze,  Rush  Center. 
Chronicle,  Scott  City. 
Collier's,  New  York. 
Courier,  Norton. 
Echo,  Wilson. 
Enterprise.  Everest. 
Freeman's  Journal,  New  York. 
Free  Press,  Hays. 
Gazette,  Emporia. 
Gazette,  Plainville. 
Harper's  Weekly,  New  York. 
Independent,  New  York. 
Journal,  Smith  Center. 
Journal  of  Education,  Boston. 
Kansas  Farmer,  Topeka. 
Ledger,  Cawker  City. 
Literary  Digest,  New  York. 
Marion  Headlight,  Marion. 
Messenger,  Ellsworth. 
New  Era,  Hill  City. 
News,  Goodland. 
News,  Hays. 
News,  Ness  City. 


Times,  Kansas  City.  Mo. 
Evening  Journal.  Salina. 


WEEKLIES. 


News,  Osborne. 

New  Chronicle,  Scott  City. 

Normal  Bulletin,  Emporia. 

Oakley  Graphic,  Oakley. 

Outlook,  New  York. 

People's  Reveille,  Hill  City. 

Record,  Hill  City. 

Record,  Russell. 

Record,  Stockton. 

Republic  County  Democrat,  Belleville^ 

Republican,  Hays. 

Republican,  Hill  City. 

Republican,  La  Crosse. 

Republican,  Lincoln. 

Republican-Citizen,  Atwood. 

Review-Headlight,  Ellis. 

Rural  New  Yorker,  New  York. 

Saturday  Evening  Post,  Philadelphia. 

Science,  Garrison-on-the-Hudson,  N.  Y. 

Scientific  American,  New  York. 

Sentinel,  Hoxie. 

Times,  Beloit. 

Times.  Plainville. 

Western  Call.  Beloit. 

Western  Kansas  World,  Wa  Keeney. 

Youth's  Companion,  Boston. 


MONTHLIES,  ETC. 


American  Educational  Review,  Chicago. 

American  Journal  of  Psychology,  Worcester, 
Mass. 

American  Magazine,  New  York. 

American  Penman,  Cedar  Rapids,  Iowa. 

American  Physical  Education  Review,  Spring- 
field, Mass. 

Association  Monthly,  New  York . 

Atlantic  Monthly,  Boston. 

Book  Review  Digest,  Minneapolis,  Minn. 

Century,  New  York. 

Current  Literature,  New  York. 

Educational  Review,  Rahway,  N.  J. 

Electrician  and  Mechanic,  Boston. 

Elementary  School  Teacher,  Chicago. 

Everybody's  Magazine,  New  York. 

Fruit-grower,  St.  Joseph,  Mo. 

Good  Housekeeping,  Springfield,  Mass. 

Harper's  Magazine,  New  York. 

Intercollegian,  New  York. 

Interstate  Schoolman,  Hutchinson. 

Journal  of  Geography,  New  York. 

Ladies'  Home  Journal,  Philadelphia. 


Library  Journal,  New  York. 

Lyceumite.  Chicago. 

McClure's  Magazine,  New  York. 

Mind  and  Body.  Milwaukee,  Wis. 

National  Geographic  Magazine,  Washington, 
D.  C. 

Nature  Study  Review,  New  York. 

New  England  Magazine,  Boston. 

North  American  Review,  New  York. 

Pedagogical  Seminary,  Worcester,  Mass. 

Pitman's  Journal,  New  York. 

Popular  Science  Monthly,  New  York. 

Readers'  Guide  to  Periodical  Literature,  Min- 
neapolis, Minn. 

Review  of  Reviews.  New  York. 

School  and  Home  Education,  Bloomington.  111. 

School  Board  Journal,  Milwaukee,  Wis. 

Scribner's  Magazine,  New  York. 

Success,  New  York. 

System,  New  York. 

Technical  World  Magazine,  Chicago. 

Western  School  Journal,  Topeka. 

World's  Work,  New  York. 


A  RESERVATION  LANDSCAPE. 
(Land  belongs  to  the  State  Normal  School.) 


Western 
State  Normal  School. 


Annual  Catalogue  of  the 
Officers  and  Students. 


Eighth  Year-1909-'10. 


Vol.  II,  No.  II. 

Issued  Quarterly  by  the  Western  State  Normal  School. 


HAYS,   KANSAS, 
JUNE,  1910. 


Entered  March  23,  1909,  at  Hays,  Kansas,  as  second-class  matter, 
under  act  of  July  16,  1894. 


Annual  Catalogue  of  the 
Officers  and  Students 


of  the 


Western 
State  Normal  School, 

Hays,  Kansas. 


Eighth  Year -1909-10, 


rSTATE  PRINTING  OFFICE, 
TOPEKA,  1910. 

2778 


BOARD  OF  REGENTS. 


Term  Expires  in  1911. 

A.  H.  BUSHEY Pittsburg. 

H.  W.  GRASS La  Crosse. 

J.  E.  JUNKIN Sterling. 

Term  Expires  in  1913. 

W.   B.  HAM Stockton. 

SHEFFIELD  INGALLS   Atchison. 

GEORGE   E.  TUCKER Eureka. 


OFFICERS  OF  THE  BOARD. 

President   Sheffield  Ingalls. 

Vice  President   W.  B.  Ham. 

Secretary  A.  H.  Bushey. 


SCHOOL  CALENDAR   FOR  1910  11. 


J  mi.  6,  Monday —  Opening  of  Summer  School.     First  Term. 

Jan.  24,  Friday »  , 

-«_,*.  r    County  Teachers   Examination. 

Jan.  25,  Saturday J 

Jul.  1,  Friday |    _  „      .        ,_         .     A. 

*    i  •    «    a  «.      j  f  County  Teachers  Examination. 

Jul.  2,  Saturday ) 

_    . '  '  _,    .        , [   County  Teachers'  Examination. 

Jul.  30,  Saturday S 

Aug.  5,  Friday —  Close  of  Summer  School. 

*  _    .       "  "  Y   Free  Entrance  and  Final  Examinations. 

Sep.  3,  Saturday i 

Sep.  6,  Tuesday —  First  Meeting  of  Classes  for  Second  Term. 

Nov.  10,  Thursday. i    _       _  .  _.      ,  _         . 

_T  ..    _  .,  Y   Free  Entrance  and  Final  Examinations. 

Nov.  11,  Friday ) 

Nov.  11,  Friday —  Close  of  Second  Term. 

Nov.  14,  Monday —  First  Meeting  of  Classes  forjThird  Term. 

Nov.  24,  Thursday |    m,      ,      .   . 

„  _-    _,  .,  Y   Thanksgiving  Vacation. 

Nov.  2*,  Friday 1 

Dec.  22.  Thursday \ 

1911.  >  Holiday  Recess. 

Jan.  3,  Tuesday / 

Jan.  26,  Thursday I    „       „  ,  „.     .„  . 

■w  .-.-    -™  -j  r   Free  Entrance  and  Final  Examinations. 

Jan.  27,  Friday I 

Jan.  27,  Friday —  Close  of  Third  Term. 

Jan,  30,  Monday —  First  Meeting  of  Classes  for  Fourth  term. 

Feb.  22,  Wednesday —  Holiday. 

Mar.  30,  Thursday »    „        „  ,  „.     ,  „ 

Ma  <M    F  "dav  i    ^ree  Entrance  and  Final  Examinations. 

Mar.  31,  Friday —  Close  of  Fourth  Term. 

Apr.  3,  Monday —  First  Meeting  of  Classes  for  Fifth  Term. 

May  28,  Sunday —  Baccalaureate  Address. 

Jun.  2,  Friday 10 : 00  a.  in.—  CommencemenCExercises. 

Jun.  5,  Monday —  Opening  of  Summer  School.     First  Term. 

Aug.  4,  Friday —  Close  of  Summer  Term. 

(3) 


A   RESERVATION   LANDSCAPE. 
(Land  belongs  to  the  State  Normal  School.) 


THE  FACULTY. 

Namea  are  printed  in  the  order  <>f  election. 


PRESIDENT. 

JOSEPH  H.  HILL,  A.M.,  D.  D.   (Kansas  State  Normal  School  and 
Northwestern  University). 

PRINCIPAL. 

WILLIAM  S.  PICKEN  (Kansas  State  Normal  School). 

ASSISTANTS. 

ANNIE  KELLER  (Kansas  State  Normal  School), 

Directress  Model  School. 

ERNEST  B.  MATTHEW  (Kansas  State  Normal  School), 

Mathematics  and  Public  Speaking. 

LULU  BICE  (Western  State  Normal  School), 

Librarian. 

CHARLES  A.  SHIVELY,  A.M.    (State  Normal  School  and  University 

of  Kansas), 

Pedagogy. 

JENNIE  E.  NICKLES,  A.  B.  (University  of  Kansas), 

German. 

ANNETTE  FOSTER  (Kansas  State  Normal  School), 

Latin. 

JOHN  S.  BIRD   (Kansas  State  Normal  School), 

Commercial  Subjects,   Shorthand,  and  Typewriting. 

JULIA  M.  STONE  (Kansas  State  Normal  School), 

Model  District  School. 

JAMES  H.  BEACH  (Kansas  State  Normal  School), 

History. 

CLARENCE  J.  SMITH,  A.M.  (Fairmount), 

Manual  Training. 

DORA  GRASS,  B.  S.  (Ottawa  University), 

English. 

LYMAN  D WIGHT  WOOSTER*   (Kansas  State  Normal  School), 

Natural  Sciences. 

S.  W.  CUNNINGHAM,  B.  S.  Arc*  (Kansas  State  Agricultural  College), 

Agriculture  and  Physical  Training. 


A.  H.  KERNS,  Office  Assistant. 
C.  D.  FRANKENBERGER,  Janitor. 


*  Resigned  at  close   of   summer  term,  1910. 

(5) 


Western  Normal  School. 


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Hays,  Kansas. 


REGISTER  OF  STUDENTS. 


GRADUATES. 


LIFE-CERTIFICATE   COURSE. 

Candidates  for  Graduation  in  June. 


Bennett,  Clifford  H., 

Elkader. 

Bice,  Clayton  C, 

Plainville. 

Bice,  Lulu  M., 

Plainville. 

Calvert,  F.  W., 

Winona. 

Cave,  Margaret  U., 

Hays. 

Christiansen,  Louis, 

Smoky   Hill. 

Crocker,  Benj.  F., 

Hays. 

Helm,   Mary  H., 

Ellsworth. 


McVey,  Alpha, 

Hill  City. 

McVey,  Nellie  F., 

Hill  City. 

Matthew,  Harry  V., 

Webster. 

Pettie,  Mrs.  Abbie  E., 

Hays. 

Runyon,  Laura  E., 

Hays. 

Sullivan,  Wallace, 

Thompsonville,  III. 

Waggoner,  0.  E., 

Morland. 


Bice,  Aura  E., 

Plainville. 

Kline,  Elizabeth, 

Gradan. 


Candidates  for  Graduation  in  August. 
Farber,  Ora  B., 

Hoxie. 


Campbell,  Eva  M., 

Hays. 

Dodrill,  Ellsworth, 

Stockton. 

Freeland,  Edith  A., 

Hays. 


THREE-YEAR    COURSE. 

Graduated  in  June. 


Hanna,  Gertrude, 

Hackberry. 

Macintosh,  Elsie. 

Hays. 

Reed,  Fred, 

Turkville. 


NOT  GRADUATING. 


Adair,  Hugh  R., 

Ellis. 

Aikin,  Edna  V., 

Natoma. 

Almond,  Florence  Emma, 

South    Haven. 

Armstrong,  William, 

Morland. 

Arnold,  Lloyd  Neil, 

Hays. 


Averill,  Marie  Oakley, 

Hays. 

Bailey,  Jennie  Irene, 

Geneseo. 

Bailey,  Lilly  May, 

Geneseo. 

Baird,  Annabel, 

Morland. 

Baird,  Margaret  May, 

Morland. 


Western  Normal  School. 


Ball,  Bessie, 

Morland. 

Ball,  Merna  Grace, 

Gorham. 

Basgall,  Clara  Agnes, 

Hays. 

Bates,  Harriet, 

Prairie  View. 

Baumer,  Luella  Iona, 

Hays.  , 

Bean,  Ethel  Bell, 

Luray. 

Bean,  Harvey  Erving, 

Luray. 

Beeby,  Alice  Maybelle, 

Hili  City. 

Beeby,  Charles  Alfred, 

Hill  City. 

Beezley,  Bessie  Elvin, 

Penokee. 

Beezley,  Idona  M., 

Penokee. 

Behan,  Ellen  Terry, 

Hays. 

Beleke,  Elisabeth  Anna, 

Hays. 

Beleke,  Frances  Barbara, 

Hays. 

Bell,  Beulah  Vida, 

Hays. 

Bemiss,  Charles  E., 

Grinnell. 

Beougher,  Hattie  Mae, 

Grinnell. 

Bice,  Clyde  Wisner. 

Plainville. 

Bice,  Leo, 

Plainville. 

Bice,  Mary  Elva, 

Plainville. 

Bice,  Vernon  Leslie, 

Plainville. 

Bieber,  Carrie  Blanche, 

Bison. 

Bieker,  Aloysius, 

Schoenchen. 

Bigge,  Emma, 

Stockton. 

Bigge,  Martha  Anna, 

Stockton. 

Bird,  Charles, 

Alvvood. 

Bissing,  Raymond  C, 

Hays. 

Black,  Gertrude  Anna, 

Gorham. 

Bodmer,  Anna,  * 

Dorrance. 

Bodmer,  Caleb  A., 

Bunkerhill. 

Bodmer,  Emma  Rose, 

Dorrance. 


Bolt,  Willie, 

Lucas. 
Boone,  Raymond  Wesley, 

Monument. 

Bowen,  Mary  Agnes, 

Speed. 

Bradshaw,  Elva  Aurene, 

Waldo. 

Bratton,  Alta  Leona, 

Luray. 

Brown,  Bertha  Ellen, 

Russell. 

Brown,  Edna  Myrtle, 

Weskan. 

Brown,  Elizabeth  Margaret, 

Russell. 

Brown,  Evalina, 

Hays. 

Brown,  Mary  Estella, 

Russell. 

Brull,  Tom, 

Hays. 

Bunker,  Jessie  Belle, 

Lucas. 

Burtscher,  Albert  William, 

Hays. 

Caldwell,  Charles  LeRoy, 

Grinnell. 

Callahan,  Mary  Loretta. 

Hill   City. 

Campbell,  Marjory  Kerr, 

Salina. 

Carl,  Anngel  Agnes, 

Cawker  City. 

Carter,  Florence  Elma, 

Hays. 

Cave,  Jean, 

Hays. 

Cave,  LoRee, 

Hays. 

Chamberlain,  Eva  Maude, 

Beverly. 

Chandler,  Cordie  Maria, 

Powhattan. 

Chegwidden,  Violet  E., 

Dorrance. 

Clarkson,  Carrie  Grace, 

Paradise. 

Clayton,  Esther  A., 

Alamota. 

Cleavenger,  Elizabeth  J., 

Ludell. 

Coleman,  Teresa, 

Hays. 

Coover,  Grace  LaVerne, 

Wilson. 

Coover,  Leita  Beryl, 

Wilson. 

Copeland,  Grace  Ellen, 

Hays. 

Covert,  Mabel  Blanch, 

Gretna. 


Hays,  Kansas. 


Cox,  Geo.  Henry. 

Hays. 

Craig,  Laura  May. 

Stockton. 

Crissman,  Annie  E., 

Hays. 

Crissman,  E.  Grace, 

Hays. 

Crissman,  Harry  E., 

Hays. 

Crissman,  Mary  Margaret, 

Hays. 

Cunningham,  Virgil  Everett, 

Manhattan. 

Curry,  May, 

Wa  Keeney. 

Custer,  Maude  M., 

Natoma. 

Dague,  Viola, 

Wilson. 

Daniels,  Verne  Edward, 

Luray. 

Davis,  Edwin, 

Studley. 

Davis,  Merwin  Brcoks, 

Stockton. 

Dazey,  Mary, 

Wa  Keeney. 

Dite,  Emily, 

Ellis. 

Dixon,  Gustave  G., 

Tampa. 

Duff,  Inez  Marion, 

Lucas. 

Duff,  Isabella  Sarah, 

Lucas. 

Duttlinger,  Amelia, 

Monument. 

Dwyer,  Celia  Isadore, 

Gorham. 

Ellis,  Bertha, 

Sylvan  Grove. 

Ellis,  Clara, 

Sylvan  Grove. 

Ely,  May, 

Bunkerhill. 

Engelker,  Herman  Edward, 

Linda. 

Eppler,  Geneva  Katherine, 

Ramah,  Colo. 

Eppler,  Preston  Clarence, 

Ellis. 

Farrell,  Kate  Teresa, 

Palco. 

Fehrenbach,  Ida, 

Ness   City. 

Fehrenbach,  Ottilia  I., 

Ness   City. 

Feitz,  Hattie  Ellinora, 

Hays. 

Fink,  Olliva, 

Fairport. 


Porgy,  Mina  Mae, 
Boku. 

Frankenberger,  Charles  D., 

Hays. 

Freese,  Alice  Lee, 

H.iys 

Froelich,  Edward  Frank, 

Walker. 

Froelich,  Gertrude  Rosella, 

Walker. 

Froelich,  Ida  May, 

Walker. 

Garner,  Iona  Bell, 

Scott    City. 

Garton,  Florence  Lenore, 

Edmond. 

Gatewood,  Eva, 

Hays. 

Giess,  Ella  May, 

Arnold. 

Gill,  May  F., 

Gill. 

Gingles,  Blanche  Winifred, 

Glade. 

Gingles,  Hattie  May, 

Glade. 

Glendening,  Cora  Belle, 

Codell. 

Gordon,  Bessie  Lenora, 

Utica. 

Grammon,  Leonora  Matilda, 

Lucas. 

Gregg,  Mary  Ellen, 

Dighton. 

Groff,  Dora  Ethel, 

Ellis. 

Hammar,  Charles  Calvin, 

Codell. 

Hensen,  Rosa  Mae, 

Natoma. 

Hargitt,  Flora, 

Hackberry. 

Harlan,  Beryl, 

Winona. 

Harlan,  Wenona  Sibyl, 

Winona. 

Harrold,  Roy, 

Palco. 

Havemann,  Alfred, 

Hays. 

Healey,  Laura  Blanche, 

Wallace.        , 

Helm,  Harriet  Josephine, 

Ellsworth. 

Henderson,  Bertha  Belle, 

Palco. 

Herschberger,  George  Elmer, 

Russell    Springs. 

Herschberger,  Rosa  Louisa, 

Russell    Springs. 

Herrman,  Henry  F., 

Liebenthal. 


10 


Western  Normal  School. 


Hight,  Allie, 

McDonald. 

Hilborn,  Daisy  Dean, 

St.   Francis. 

Hilborn,  Ethel  Vera, 

St.   Francis. 

Hite,  Jessie  Elizabeth, 

Gradan. 

Hite,  Maggie  Gross, 

Gradan. 

Hoagland,  Elta  Ruth, 

Codell. 

Hoagland,  Frank  Bice, 

Codell. 

Hoagland,  Grace  Muriel, 

Codell. 

Hoagland,  Lee  Gilbert, 

Codell. 

Hockenbarger,  Rose, 

Larned. 

Hoffman,  Jack, 

Hays. 

Holaday,  Ella, 

Grinnell. 

Hopkins,  Louise  M., 

Hays. 

Hopper,  Brownlow, 

Hays. 

Hoskins,  Laura  Belle, 

Codell. 

Huck,  Lydia  Lillie, 

Ellis. 

Hughes,  Pearl  Elizabeth, 

Englewood. 

Humphries,  Mabel, 

Lucas. 

Husband,  Jessie, 

Speed. 

Husband,  Rosa  May, 

Speed. 

Iden,  S.  Gaye, 

Gove. 

Ikenberry,  Gilford  J., 

Quinter. 

Ivan,  Barbara  Katherine, 

Collyer. 

Ivie,  Grace  Ostin, 

Luray. 

Jacobs,  James, 

Hays. 

Jacobs,  John, 

Pfeifer. 

Jacobs,  Mary  Helen, 

Hays. 

Jensen,  Anna  Marie, 

Mingo. 

Jensen,  Bertha  Mae, 

Oakley. 

Jensen,  Minnie, 

Oakley. 

Johansen,  James  Walter, 

Codell. 


Johnson,  Lee  Roy. 

Luray. 

Johnson,  Sullivan  W.. 

Stratton,   Neb. 

Joy,  Eartha, 

Hays. 

Joy,  Lizzie, 

Quinter. 

Kell,  James  Alva, 

Emporia. 

Kellogg,  Ethel, 

Colby. 

Kendrick,   Clara   Esther, 

Densmore. 

Kent,  Mary  Magdalena, 

Belleville. 

Kerns,  Albert  Harrison, 

Hays. 

King,  Clarence  Geo., 

Studley. 

Knoche,  Fredella, 

Hays. 

Kraus,  Dora  Wilhelmina, 

Hays. 

Kraus,  Emma  Elizabeth, 

Hays. 

Kuhn,  Katie, 

Walker. 

Kunz,  Amelia, 

Gorham. 

Kutina,  Mary  Catherine, 

Ellis. 

Kysar,  Velma, 

Wiles. 

Lahman,  Orren, 

Winona. 

Lang,  Anthony, 

Victoria. 

Larison,  Grace  Dungan   (Mrs.) 

McDonald. 

Leighton,  David  H., 

Catalpa. 

Leiker,  Peter, 

Victoria. 

Lindsay,  Helen  Ann, 

Bunkerhill. 

Lindsay,  Katherine  May, 

Bunkerhill. 

Lippert,  Mattie  Maye, 

Bison. 

Lord,  Neta  May, 

Lucas. 

Loveland,  Blanche  Elma; 

Atwood. 

Loveland,  Essa  Pearle, 

Atwood. 

Lovitt,  Ada  Paulina, 

McCracken. 

Lund,  Alice  Henrietta, 

Hackberry. 

Lund,  Florence, 

Hays. 


Hays,  Kansas. 


11 


Lund,  Henry  Hyrum, 

Hackberry. 

Maben,  Walter  Luther, 

Quinter. 

McCall,  Charlotte  Agatha, 

Hargrave. 

McCarroll,  Julia  Mabel, 

Codell. 

McCord,  Jessie  Merle, 

Codell. 

McEwen,  Pearle, 

Alton. 

McGlasson,  Ernest  F., 

Hoxie. 

McKim,  Ellen  Jennie, 

Lenora. 

McKim,  Maggie, 

Lenora. 

McLain,  Alice  Laura, 

Hays. 

McVey,  Marguerite, 

Hays. 

McVey,  Ruth  Faye, 

Hays. 

Marsh,  Carrie  Alice, 

Bunkerhill. 

JMeier,  Andrea  Margaret, 

Hays. 

Mendenhall,  Mary  Alice, 

Plainville. 

Meyer,  Henrietta  Dorinda, 

Hays. 

Meyer,  Richard, 

Hays. 

Miller,  Edward  Franklin, 

Bison. 

Miller,  Peter, 

Catharine. 

Mills,  Edith  Aurelia, 

Gorham. 

Mills,  Rose  Leona, 

Ellis. 

Milstead,  Bertha  E., 

Lucas. 

Mollet,  Ira  David, 

Chanute. 

Monroe,  Nettie, 

Beeler. 

Moore,  Delia  Pearl, 

Hays. 

Moore,  Grover  Cleveland, 

Wayne. 

Moore,  Lily  Ida, 

Hays. 

Moore,  Mollie  Elizabeth, 

Hays. 

Morgan,  Altena, 

Hays. 

Morgan,  Clinton  Hawthorne, 

Hays. 

Morgan,  Earl  Oliver, 

Morland. 


Morgan,  Gae  Evelyn, 

I  lays. 

Morgan,  Iva  Margaret, 

Hays. 

Morgan,  Lillie  Myrtle, 

Morland. 

Morgan,  Maggie  Belle, 

Agra. 

Morgan,  Prudence  Martha, 

Hays. 

Morton,  Alice, 

Ellsworth. 

Meyer,  Josie  Clara, 

Edmond. 

Moyer,  Virdie  Mae, 

Edmond. 

Munson,  Roy, 

Hays. 

Munson,  Teresa  Julia, 

Hays. 

Murphy,  Elmer  Lane, 

McCracken. 

Neal,  Mary  Florence, 

McCracken. 

Neff,  Margaret  Mary, 

Hays. 

Neilsen,  Harry  Martin, 

Fairport. 

Noah,  Nelly  Irene, 

Palco. 

Noland,  Edith  (Mrs.), 

Wallace. 

Oakes,  Leslie  Carlyle, 

Grainfield. 

Orndoff,  Nettie  Mae, 

Lindsborg. 

Ottken,  Walter  Deitrick,. 

Campus. 

Overholser,  Cora  May, 

Codell. 

Paul  Charlotte  Celia, 

Hays. 

Paul,  Vera  Leo, 

Hays. 

Pearce,  Henry  Earl, 

Portis. 

Penney,  Elvin  Cecil, 

Hays. 

Pepper,  Edna  Lenora, 

Utica. 

Peppiatt,  Ethel  Delila, 

Ellsworth. 

Peppiatt,  Florence  Nell, 

Ellsworth. 

Peppiatt,  Minnie  Fern, 

Ellsworth. 

Perkins,  Dorothy  Mae, 

Russell. 

Pestana,  Helen  Cynthia, 

Hays. 

Peterson,  Hilma, 

Page. 


12 


Western  Normal  School. 


Peterson,  John   Malcom, 

Page. 

Peters,  Elsie  May  (Mrs.), 

Beloit. 

Peterson,  Emma, 

Hill    City. 

Pierce,  Ethel  Helena, 

Hays. 

Pratt,  William  Earl, 

Hays. 

Preston,  Hazel, 

Coffeyville. 

Pugh,  Myrtle  Hazelteen, 

Lucas. 

Rea,  Margaret  Belle, 

Hays. 

Reed,  Albert  Harold, 

Hays. 

Reed,  Clark, 

McCracken. 

Reed,  Pearl, 

McCracken. 

Reed,  Ralph, 

Hays. 

Reed,  Ruby, 

McCracken. 

Reemsnyder,  Fern  Alice, 

Hays. 

Rice,  Lena  Maude, 

Wilson. 

Ringe,  Wilhelmina  Augusta, 

Hays. 

Rishel,  Ina  Gladys, 

Monument. 

Rixon,  Christena, 

McCracken. 

Robinson,  Bertha  Isabelle, 

Hays. 

Robinson,  John  Lee, 

Codell. 

Ross,  Fred  Edwin, 

Webster. 

Rowlison,  Ethel  Aletha, 

Hays. 

Ruble,  Naomi  L., 

Natoma. 

Ruble,  Viola  Alma, 

Natoma. 

Runyon,  Walter  Alpha, 

Hays. 

Rutherford,  Orra  L., 

Morland. 

Ryan,  Joseph  Lacy, 

Hays. 

Ryan,  Mary  Alice, 

Hays. 

Samuelson,  Ida  Adelia, 

Ellis. 

Samuelson,  Lyda  Ethel, 

Ellis. 

Sander,  Emma  May, 

Stockton. 


Scannell,  Hattie  (Mrs.), 

St.   Francis. 

Scannell,  Harriet  H., 

St.   Francis. 

Schlatter,  Minnie  Barbar, 

Sexton. 

Schmidt,  Stephen, 

Liebenthal. 

Scott,  Stanley  Richmond, 

Oakley. 

Sears,  Alva, 

Grainfield. 

Sears,  Emma  Kate, 

Grainfield. 

Seegrist,  Robert  Roy, 

Palco. 

Shamburg,  Earl, 

Codell. 

Sherman,  Ethel  May, 

Wa  Keeney. 

Shull,  Charley  A., 

Luray. 

Shutts,  James  Edwin, 

Hays. 

Sites,  Blaine  Edmunds, 

Hays. 

Skenyon,  Estella, 

Stockton. 

Smith,  Amy, 

McDonald. 

Smith,  Elsie  Nettie, 

Gill. 

Smith,  Hallie  Bordeaux, 

Gill. 

Smith,  Laura  Louisa, 

Grinnell. 

Smith,  Mark  E., 

Carneiro. 

Smith,  Nellie  M.  (Mrs.), 

Hays. 

Smith,  Nettie  Grace, 

McDonald. 

Spencer,  Elsie  C, 

Penokee. 

Spencer,  Nellie  Gertrude, 

Penokee. 

Sproul,  Velvie  May, 

Edmond. 

Sproul,  Verbie  A., 

Edmond. 

Staggers,  Annie  Ethel, 

Natoma. 

Standley,  Mabel  May, 

Luray. 

Steinle,  Anna  Vera, 

Dorrance. 

Stewart,  Laura  Viola, 

Beeler. 

Stock,  Earl  Edwin, 

Hays. 

Stock,  Harry  M., 

Hays. 


II  IYS,    K  INSAS. 


L8 


Stock.    Milo   Cuy. 
StOYOr.  Anna  Klizaln  th. 

Winona. 

Stall,  C.   Harry. 
Alton. 

Sturm,  Jacob  Edward, 

St.     FrancK 

Sturm.  Lawrence  Charles, 

St.     Krar. 

Taylor.    Margaret. 

Ho\io. 

TerrilL  Robert  E., 

Cheyentit'    WtUt,    Colo. 

Thacker,  Emma  Mayo. 

BonkerhilL 

Thornburir.  L.  P.    (Miss). 

Alton. 

Thummel,  William. 
Oeguln. 

Towler,  EsteU  Kaston. 

Now     I'ly 

Tucker,  Cora  Agatha, 

Hays. 

Unrein.  Antony, 

Hays. 

Varney,  Katherine, 

l.a  C  rosso. 

Wagner,  Katherine  Bertha, 

Hays. 

Wagner,  Margaret, 

Hays. 

Wallace  Ada. 

Fingral. 


Iling,  <  Ha 

\\  •    Kan. 

Wann,  Wilfn  d  i 

i.  Ralph  Sou 

p,  Prank   S  . 

i.  Bonavi  at, 
\  leti 

Weigel.  Joseph, 

\  letoria. 

Weimer,  Claude  1 1 

W:i. 

.,  <  Hive  [da, 
Whisnant  Albert  P., 

St.   rmnela. 

Wiesner,  Jacob  M .. 

Ellk 

Williams.  Nina, 

Keloit. 

Wilson.  Charles  Dudley, 

Palco. 

Wilson,  Clyde  Delbert, 

Hay..' 

Winchester.  James  Albert. 

Hays. 

Witt,  Francis  Geneva, 

ham. 

Young,  Willie  Robert. 

Hays. 


MODEL  DISTRICT  SCHOOL. 


Barnes,  Lura, 

Hays. 

Bartholomew.  Ilattie. 

Hays. 

Bear.  Madeline. 

Hays. 

Bissine:.  Albinas, 

Bissimr.  Charles. 
Bissine:.  Margaret, 

Hays. 

Blackmail.  Ainus. 

Hays. 

Blackman.   Charles. 

Hays. 

Blackmail.  Willie. 

Hays. 

Brown.  Edna, 

Hays. 

Cave.   Rees, 

Hays. 

Clay,  Marie, 


Cobb.  Harry  Clifton, 

Hay  -. 

an,  Adelbert, 

ig{  Alice, 
Says. 

Cramer.  Carl, 
Doerfler,  Gertrude, 
Felton,  Harry, 

Hays. 

F<  lion.  John. 
Foughty,  Clarence. 
Foughty,  Lloyd, 

Hay  ■.-. 

Furbeck,  Ethel, 
Bays. 

Furbeck.  Rose, 

Hay  ■.-. 

Furbeck.  Russell. 

Hay- 


14 


Western  Normal  School. 


Glick,  Mary, 

Hays. 

Glick,  Peter, 

Hays. 

Goetchins,  Esther, 

Hays. 

Grass,  Edgar, 

Hays. 

Grass,  Warren, 

Hays. 

Griffith,  Howard, 

Hays. 

Haddock,  Celia, 

Hays. 

Haddock,  Earl, 

Hays. 

Haddock,  Marguerite, 

Hays. 

Haddock,  Teressa, 

Hays. 

Hale,  May, 

Hays. 

Hale,  Otto, 

Hays. 

Hale,  Selman, 

Hays. 

Henry,  Albert, 

Hays. 

Henry,  Cecil, 

Hays. 

Henry,  Ruthie, 

Hays. 

Hiss,  Joseph, 

Hays. 

Johnson,  Eva, 

Hays. 

Johnson,  Ruby, 

Hays. 

Kysar,  James, 

Zurich. 

Madden,  Edward, 

Hays. 

Madden,  Mollie, 

Hays. 

Nolan,  James, 

Hays. 

Nulton,  Roger, 

Hays. 


Penney,  Ileen, 

Hays. 

Pratt,  Everett, 

Hays. 

Pratt,  Harold, 

Hays. 

Pratt,  Ray, 

Hays. 

Reidel,  Lizzie, 

St.  Peter. 

Rupp,  Caspar, 

Hays. 

Shutts,  William, 

Hays. 

Spencer,  George, 

Hays. 

Staab,  Gustave, 

Hays. 

Stock,  Leo, 

Hays. 

Thomas,  Ruby, 

Hays. 

Tillotson,  Claud, 

Hays. 

Troth,  Flora, 

Hays. 

Wagner,  Carrie, 

Hays. 

Wagner,  Jennie, 

Hays. 

Wann,  Gilmore, 

Hays. 

Wann,  Louise, 

Hays. 

Wedel,  Clarence, 

Hays. 

Wedel,  Harold, 

Hays. 

Wedel,  Joseph, 

Hays. 

Williams,  Lily, 

Fays. 

Wise,  Arbutis, 

Eays. 

Wood,  Birdie, 

Hays. 

Wood,  Eva, 

Hays. 


Hays.   Kansas. 


15 


COUNTIES  REPRESENTED. 


Thirty-four  Kansas  counties  were  represented  during  the  past  year: 


Brown     1    Mitchell  .... 

Cheyenne    7    Montgomery 

Ellis   195    Neosho    


Ellsworth   13 

Gove 14 


Ness  .. 
Norton 


Graham 38    Osborne    13 


Grant 

Lane 

Lincoln  .  . 
Logan  ... 
McPh^rson 
Marion  .  . 
Meade    . . . 


Pawnee 1 

Phillips   5 

Rawlins    10 

Republic 2 

Riley    1 

Rooks    32 

Rush    13 


Russell 34 

Saline    1 

Scott    1 

Sheridan   10 


Sumner 

Thomas 

Trego  

Wallace 

Out  of  the  state : 

Colorado 

Illinois 


Total  enrollment,  449 


16 


Western  Normal  School. 


Hays,  Kansas. 


17 


THE  PRESENT. 


THE  MAIN  BUILDING. 


THE  GYMNASIUM. 


18  Western  Normal  School. 


POSITIONS  AS  TEACHERS. 


The  experience  of  the  past  few  years  has  taught 
us  that,  with  the  increased  demand  for  trained 
teachers,  school  boards  and  school  principals  are 
turning  more  and  more  to  the  Normal  School  with 
their  inquiries  for  efficient  teachers.  At  no  time 
during  the  past  year  have  there  been  available 
candidates  with  the  necessary  qualifications  to 
meet  all  of  the  demands,  and  we  have  been  able 
to  place  advantageously  not  only  our  graduates, 
but  many  experienced  undergraduate  teachers. 
The  authorities  of  the  School  are  glad  to  cooperate 
with  school  officers  and  to  aid  in  the  discrimi- 
nating selection  of  good  teachers  for  the  schools. 
Correspondence,  therefore,  on  this  subject  is  wel- 
come. Students,  also,  may  be  assured  of  our  de- 
sire to  render  them  courteous  and  intelligent 
service  in  finding  positions.  The  enlargement  of 
opportunity  that  comes  to  the  growing  teacher 
by  attendance  upon  the  Western  State  Normal 
School  is  by  no  means  a  small  element  of  its  value 
to  the  student. 


Hays,  Kansas.  19 


ENTRANCE  REQUIREMENTS  AND  COURSES 
OF  STUDY. 


On  the  following  pages  will  be  found  the  standard  course  of 
study  for  this  School,  with  suggested  courses  using  various 
electives.  Each  six-year  course  can  be  considered  as  a  four- 
year  course  followed  by  a  two-year  course.  The  four-year 
course  is  the  Normal  Secondary  Course. 

To  this  course  are  admitted  without  examination  any  young 
people  holding  county  diplomas  or  presenting  credentials  indi- 
cating the  completion  of  eighth-grade  work.  This  course  in- 
cludes sixteen  units,  of  which  three  are  elective  to  all  students 
except  those  who  are  candidates  for  the  one-year  state  cer- 
tificate. 

Advanced-certificate  students  will  be  granted  credits  or  en- 
tered in  classes  doing  more  work  in  less  time  than  students 
with  but  eighth-grade  qualifications,  in  order  to  enable  the  com- 
pletion of  the  four  years'  work  in  three  or  even  two  years. 

Graduates  of  accredited  high  schools  doing  four  years'  work 
and  presenting  sixteen  units  of  credit  will  be  so  credited  upon 
the  books  of  the  institution  as  to  accomplish  the  entire  six- 
year  course  in  two  years. 

The  last  two  years  of  the  six-year  course  may  be  termed 
the  Advanced  Normal  Course. 

It  will  be  noted  that  the  standard  course  of  the  following 
outlines  has  electives  in  last  two  years  of  course.  In  other 
schedules  electives  are  placed  wherever  most  convenient. 

A  unit  as  discussed  above  is  the  work  of  a  single  subject  for 
four  terms,  or  the  usual  school  year. 


20 


Western  Normal  School. 


COURSES. 

STANDARD  COURSE. 


FIRST   YEAR. 

English    4  terms. 

Algebra    4  terms. 

Botany   2  terms. 

Agriculture     2  terms. 

Penmanship     2  terms. 

Bookkeeping    2  terms. 

*  English,  supplementary,  4  terms. 

SECOND  YEAR. 

English     4  terms. 

Geometry   4  terms. 

General  history    4  terms. 

Drawing    2  terms. 

Reading   2  terms. 

*  Library  science,  supp. .  .  4  terms. 

THIRD  YEAR. 

American  history 4  terms. 

English    2  terms. 

Arithmetic 2  terms. 

Geography 2  terms. 

Physiology 2  terms. 

Music    2  terms. 

Drawing     2  terms. 

f  Rural  school  managem't,  2  terms. 


FOURTH    YEAR. 


Physics     4  terms. 

English    2  terms. 

Civics   2  terms. 

Psychology    2  terms. 

Elocution   2  terms. 

Physiography    2  terms. 

Arithmetic 2  terms. 

FIFTH    YEAR. 

Teaching    2  terms. 

Methods   1  term. 

Public  speaking 2  terms. 

American  history 2  terms. 

Physical    training 1  term. 

Elective    8  terms. 

SIXTH    YEAR. 

Teaching    2  terms. 

Psychology    2  terms. 

Hist,  education 2  terms. 

Zoology     2  terms. 

Elective    8  terms. 

At  end  of  four  years  as  above  the  one- 
year  state  certificate  is  granted  ;  at  end  of 
five  years  the  three-year  state  certificate  is 
granted ;  at  end  of  six  years  the  life  di- 
ploma is   issued. 


*  Required  of  all  students  ;   not   formally   listed   for  ciedit. 

t  Required    of    all    students ;    includes    two    hours    weekly    visitation    of    model    district 
school ;  not  formally  listed  for  credit. 


COURSE  IN  LATIN. 


FIRST   YEAR. 

English     4  terms. 

Algebra    4  terms. 

Botany   4  terms. 

Latin    4  terms. 

SECOND  YEAR. 

English 4  terms. 

Geometry  4  terms. 

General  history   4  terms. 

Latin    4  terms. 


THIRD  YEAR. 

American  history 4  terms. 

English     4  terms. 

Physiology 4  terms. 

Latin     4  terms. 

FOURTH    YEAR. 

Physics 4  terms. 

Agriculture   2  terms. 

Civics    2  terms. 

Algebra    2  terms. 

Psychology    2  terms. 

Latin    4  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
year   the   life   certificate   shall   be   awarded. 


Hays,  Kansas. 


21 


COURSE  WITH  GERMAN. 


FIRST   YEAR. 

English    4  terms. 

Algebra    4  terms. 

Botany   4  terms. 

German    4  terms. 

SECOND  YEAR. 

English     4  terms. 

Geometry   4  terms. 

General  history    4  terms. 

German    4  terms. 


THIRD   YEAR. 

American  history 4  terms. 

English     4  terms. 

Physiology     4  terms. 

German    4  terms. 

FOURTH    YEAR. 

Physics     4  terms. 

Agriculture   2  terms. 

Civics    2  terms. 

Algebra    2  terms. 

Psychology     2  terms. 

German    4  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
year    the   life   certificate   shall   be   awarded. 


COURSE  WITH  COMMERCIAL  SUBJECTS. 


FIRST   YEAR. 

English     4  terms. 

Algebra    4  terms. 

Botany    2  terms. 

Agriculture   2  terms. 

Penmanship     2  terms. 

Bookkeeping    2  terms. 

SECOND   YEAR. 

Geometry  4  terms. 

English     4  terms. 

General  history    4  terms. 

Arithmetic     2  terms. 

Typewriting    2  terms. 


THIRD   YEAR. 

American  history 4  terms. 

English    2  terms 

Reading    2  termt 

Physiology 2  terms 

Arithmetic 2  terms. 

Stenography   4  terms. 

FOURTH    YEAR. 

Physics 4  terms. 

English    2  terms. 

Civics    2  terms. 

Geography 2  terms. 

Drawing     2  terms. 

Commercial  geography  .  .  2  terms. 

Commercial  arithmetic  .  .  2  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
year   the   life   certificate   shall   be   awarded. 


22 


Western  Normal  School. 


COURSE  WITH  SCIENCES. 


FIRST  YEAR. 

English    4  terms. 

Algebra    4  terms. 

Botany   2  terms. 

Agriculture   2  terms. 

Penmanship 2  terms. 

Bookkeeping    2  terms. 

SECOND  YEAR. 

English     4  terms. 

Geometry 4  terms. 

General  history 4  terms. 

Biology 2  terms. 

Agriculture   2  terms. 


THIRD   YEAR. 


American    history.., 

English    

Arithmetic , 

Reading    , 

Physiology , 

Agricultural  botany 
Nature  study   , 


terms, 
terms, 
terms, 
terms, 
terms, 
terms, 
terms. 


FOURTH   YEAR. 


Physics 4 

English     2 

Civics   2 

Chemistry    2 

Geology    2 

Drawing    2 

Geography  2 


terms, 
terms, 
terms, 
terms, 
terms, 
terms, 
terms. 

Note— The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
y^.ar   the    life   certificate   shall   be   awarded. 


COURSE  WITH  MANUAL  ARTS. 


FIRST   YEAR. 

English    4  terms. 

Algebra    4  terms. 

Botany   2  terms. 

Agriculture   2  terms. 

Penmanship 2  terms. 

Bookkeeping    .  2  terms. 

SECOND  YEAR. 

English    4  terms. 

Geometry  4  terms. 

General  history    4  terms. 

Manual  training 4  terms. 


THIRD  YEAR. 

American  history 4  terms. 

English     ?  terms. 

Arithmetic 2  terms. 

Reading    2  terms. 

Physiology 2  terms. 

Manual  training 4  terms. 

FOURTH    YEAR. 

Physics 4  terms. 

English    2  terms. 

Civics    2  terms. 

Drawing 2  terms. 

Geography 2  terms. 

Household  art 4  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
year   the   life   certificate   shall   be   awarded. 


The  five  immediately  foregoing  courses  illustrate  standard  course  with 
elective  work  thrown  in  earlier  than  the  fifth  and  sixth  years.  Quite  a 
ringe  of  other  electives  not  listed  here  make  it  possible  to  take  a  number 
of  additional  schedules. 


Hays,  Kansas.  23 


MISCELLANEOUS. 


DISCIPLINE. 
Many  of  our  pupils  have  already  had  some  experience  in  practical  life, 
so  that  they  become  valuable  aids  in  developing  a  healthy  school  senti- 
ment. This  renders  few  restraints  necessary.  Still  every  effort  of  the 
Faculty  is  given  towards  making  the  pupils  self-reliant,  self-controlled 
men  and  women ;  and  those  whose  best  endeavor  is  not  in  accord  with  this 
purpose  are  summarily  dismissed  from  the  School. 

ADMITTANCE  AND  CREDITS  FROM  HIGH   SCHOOLS. 

The  Principal  and  Faculty  will  take  pleasure  in  corresponding  with 
school  principals  and  superintendents  who  may  desire  to  make  such  ar- 
rangements as  may  be  necessary  in  order  that  their  high-school  diplomas 
may  admit  candidates  to  the  Normal  Department  of  the  School  without 
examination,  or  who  may  contemplate  adopting  a  course  of  study  which 
would  give  graduates  advanced  standing. 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the 
regular  recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a 
student  can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to 
retain  their  places  in  school.  One  who  does  not  carry  as  many  as  two 
studies,  or  who  habitually  fails  in  studies  taken,  is  required  to  show  the 
Principal  cause  why  he  should  not  be  dismissed. 

ADVICE. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being 
present  at  the  opening  of  the  session.  The  student  who  is  behindhand 
then  rarely  makes  up  what  he  has  lost,  and  will  feel  constantly  increas- 
ing embarrassment  throughout  the  entire  term.  The  habit  which  is  thus 
indulged  indicates  a  lack  of  fitness  for  the  profession  of  teaching.  Those 
students  whose  standing  is  to  be  determined  by  examination  should  be 
present  on  the  days  appointed;  otherwise  they  will  subject  themselves  to 
the  inconvenience  and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any 
information  that  it  does  not  supply. 

SUMMER  TERM. 

The  summer  term  is  now  one  of  the  regular  terms,  subject  to  same  con- 
ditions of  entrance  and  work  as  any  other  term  of  the  year.  In  1911  it 
will  continue  from  June  5  to  August  4,  inclusive.  Fees  are  as  for  any 
other  term. 


24  Western  Normal  School. 

POINTS  TO  BE  NOTED. 

The  Western  State  Normal  School  is  located  at  Hays,  on  the  Union 
Pacific  railway,  on  a  part  of  the  Fort  Hays  reservation  contiguous  to  the 
town. 

Land. — The  institution  owns  over  4000  acres  of  land,  with  over  two 
miles  of  fine  timber  along  Big  creek,  the  water  of  which,  held  by  a  dam, 
affords  a  magnificent  opportunity  for  boating,  fishing  and  skating,  in 
season. 

Buildings. — The  main  building  is  a  handsome,  substantial  building  of 
stone,  equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water- 
closets,  shower  baths  and  other  modern  conveniences.  In  1907-'08  the  sum 
of  $40,000  was  spent  for  additions  to  this  building,  making  it  one  of  the 
best  State  Normal  buildings  in  Kansas. 

The  handsome  gymnasium  building  was  completed  in  May,  1906. 
Thoroughly  modern  and  well  equipped,  it  is  one  of  the  finest  gymnasia 
now  in  use  at  the  state  educational  institutions. 

A  boiler  house  for  heating  plant  completes  list  of  buildings  on  campus. 
Janitor's  residence  and  emergency  hospital  are  just  south  of  campus, 
across  creek. 

The  last  legislature  appropriated  $30,000  for  heating,  water,  and 
eiectric-light  plant,  to  be  erected  during  1910. 

A  new  Model  District  School  building  will  be  ready  for  occupancy 
September  t. 

Fees. — Student*  above  the  Model  Schools  pay  a  fee  of  one  dollar  per 
term — five  dollars  for  the  year;  students  residing  in  states  and  territories 
other  than  Kansas,  twenty-five  dollars  per  year.  These  are  the  only  fees 
charged. 

Board  and  Rooms. — Good  table  board  can  be  had  at  the  new  dining  hall 
on  the  Normal  campus  for  $2.75  per  week,  with  lodging  at  fifty  to 
seventy-five  cents  per  week — lodging  accommodations  in  private  families. 
Living  expenses  may  be  reduced  below  these  figures  by  self-boarding. 

Examinations  for  County  Certificates. — Under  a  state  law,  exam- 
inations for  all  grades  of  county  certificates  are  offered  at  the  School; 
papers  made  in  such  examinations  are  to  be  sent  to  county  of  student's 
selection,  there  to  be  passed  upon  by  county  board  of  examiners,  and  to 
receive  credit  as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered. — An  enthusiastic  Faculty,  a  fine  li- 
brary, a  well-equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic 
association,  a  helpful  lecture  course,  a  Summer  School  with  regular  Fac- 
ulty in  charge  for  nine  weeks  at  a  fee  of  four  dollars  and  fifty  cents,  an 
eighty-acre  campus  with  finest  natural  athletic  park  in  the  state,  and  a 
student  body  unsurpassed  for  energy  and  devotion  to  work. 


Hays,  Kansas. 


25 


PERIODICALS  IN  THE  LIBRARY. 


D/.H.IES. 


Capital,  Topeka. 

Star,  Kansas  City,  Mo. 


Advocate,  Grainfield. 
Advocate,  Mankato. 
Argus,  Lebanon. 
Breeze,   Rush  Center. 
Chronicle,  Scott  City. 
Collier's,  New  York. 
Courier,  Norton. 
Echo,  Wilson. 
Enterprise,  Everest. 
Freeman's  Journal,  New  York. 
Free  Press,  Hays. 
Gazette,  Emporia. 
Gazette,  Plainville. 
Harper's  Weekly,  New  York. 
Independent,   New  York. 
Journal,  Smith  Center. 
Journal  of  Education,   Boston. 
Kansas  Farmer,   Topeka. 
Ledger,  Cawker  City. 
Literary  Digest,  New  York. 
Marion  Headlight,  Marion. 
Messenger,   Ellsworth. 
New  Era,  Hill  City. 
News,  Goodland. 
News,  Hays. 
News,  Ness  City. 


Times,  Kansas  City,  Mo. 
Evening  Journal,  Salina. 


WEEKLIES. 


News,  Osborne. 

New   Chronicle,   Scott  City. 

Normal  Bulletin,  Emporia. 

Oakley  Graphic,   Oakley. 

Outlook,  New  York. 

People's  Reveille,  Hill  City. 

Record,  Hill  City. 

Record,  Russell. 

Record,  Stockton. 

Republic   County   Democrat,    Belleville. 

Republican,  Hays. 

Republican,  Hill  City. 

Republican,  La  Crosse. 

Republican,  Lincoln. 

Republican-Citizen,  Atwood. 

Review-Headlight,  Ellis. 

Rural  New  Yorker,  New  York. 

Saturday  Evening  Post,  Philadelphia. 

Science,   Garrison-on-the-Hudson,   N.   Y. 

Scientific  American,  New  York. 

Sentinel,   Hoxie. 

Times,  Beloit. 

Times,   Plainville. 

Western  Call,  Beloit. 

Western  Kansas  World,  Wa  Keeney. 

Youth's  Companion,  Boston. 


MONTHLIES,  ETC. 


American  Journal  of  Psychology, 

Worcester,  Mass. 
American  Magazine,  New  York. 
American  Penman,  Cedar  Rapids,  Iowa. 
American   Physical   Education   Review, 

Springfield,  Mass. 
Association  Monthly,  New  York. 
Atlantic  Monthly,   Boston. 
Book  Review  Digest,  Minneapolis,  Minn. 
Century,  New  York. 
Current  Literature,  New  York. 
Educational  Review,  Rah  way,   N.  J. 
Electrician  and  Mechanic,  Boston. 
Elementary  School  Teacher,  Chicago. 
Everybody's  Magazine,   New  York. 
Fruit-grower,  St.  Joseph,  Mo. 
Good  Housekeeping,   Springfield,    Mass. 
Harper's  Magazine,  New  York. 
Intercollegian,  New  York. 
Interstate  Schoolman,  Hutchinson. 
Journal  of  Geography,  New  York. 
Ladies'  Home  Journal,  Philadelphia. 
Library  Journal,  New  York. 


McClure's  Magazine,  New  York. 
Manual  Training  Magazine,  Peoria.  111. 
Mind  and  Body,  Milwaukee,  Wis. 
National  Geographic  Magazine, 

Washington,  D.  C. 
Nature  Study  Review,  Urbana,  111. 
New  England  Magazine,  Boston. 
North  American  Review,  New  York. 
Pedagogical  Seminary,  Worcester,  Mass. 
Pitman's  Journal,  New  York. 
Popular  Science  Monthly,  New  York. 
Reader's  Guide  to  Periodical  Literature, 

Minneapolis,  Minn. 
Review  of  Reviews,  New  York. 

School  and  Home  Education, 
Bloomington,   111. 

School  Board  Journal,  Milwaukee, 

Scribner's  Magazine,  New  York. 

Success,  New  York. 

System,  New  York. 

Technical  World  Magazine,  Chicago. 

Western  School  Journal,  Topeka. 

World's  Work,  New  York. 


Wis. 


26 


Western  Normal  School. 


Hays,  Kansas.  27 


OUTLINES  OF  INSTRUCTION. 


ARTS. 

DRAWING. 


Course  1. — Free-hand  drawing  with  pencil,  charcoal,  crayon  and 
brush.  Elementary  design,  working  drawings,  paper  and  cardboard  con- 
struction. 

Course  2. — Advanced  work  along  lines  suggested  in  course  1. 

Course  3. — Elementary  work  in  water  color. 

Course  4. — Lessons  in  blackboard  illustration  suitable  for  lessons  in 
geography,  language,  nature  study  and  other  subjects  taught  in  the 
grades.  Also,  primary  work  in  clay  modeling,  weaving  and  decorative 
design. 

HOME  ECONOMICS. 

HOUSEHOLD  ART. 

Course  1. — Hand  sewing.  This  course  consists  of  work  in  hand  sew- 
ing and  is  a  prerequisite  to  all  the  following  courses  in  household  art. 
It  includes  general  instruction  in  the  implements  used  for  hand  sewing, 
the  proper  position  of  the  body  and  care  of  the  eyes  while  sewing,  as  well 
as  a  full  course  in  practical  needlework;  different  stitches,  their  uses  and 
combinations;  seams,  hems,  tucks,  gathering,  overcasting,  overhanding, 
patching,  darning,  piecing,  and  buttonholes;  and  the  application  of  all 
these  lessons  to  useful  articles.  The  making  of  white  apron,  half  sleeves 
and  cap. 

Course  2. — Machine  work.  Instruction  in  the  use  and  care  of  the 
sewing  machine.  Discussion  of  appropriate  materials  for  undergarments 
and  suitable  trimmings  for  various  materials  used  in  this  course.  The 
student  is  taught  to  take  measures,  draft  patterns  and  make  undergar- 
ments for  herself  or  others — corset  cover,  drawers,  white  skirt,  night- 
dress. Besides  the  sewing  work,  a  study  of  cotton,  linen,  wool  and  silk 
fabrics  is  made,  with  a  general  study  of  the  source  and  method  of  prep- 
aration of  the  material  for  clothing  purposes. 

Course  3. — Dressmaking.  The  pattern  drafting  is  continued,  with 
some  work  in  adapting  patterns  to  designs;  making  of  pattern  and  cut- 
ting, fitting  and  making  of  a  shirt-waist  suit.  Discussions  of  choice  in 
wash  materials  and  their  cost,  durability  and  adaptability  to  different 
forms  and  occasions.  A  study  of  the  methods  used  in  printing,  dyeing 
and  weaving  of  colored  fabrics  is  made,  together  with  studies  in  color 
combinations  and  adaptations  to  dress.  The  choice,  making  and  trimming 
of  a  simple  gown  in  colors  suitable  to  the  form  and  complexion  of  the 
student  is  one  feature  of  this  course. 


28  Western  Normal  School. 

HOUSEHOLD   SCIENCE. 

Course  1. — Physiology  is  a  prerequisite  for  this  course.  The  course 
offers  lessons  in  combustion,  fuels,  fire  building  and  conservation  of  heat; 
the  production,  manufacture  and  value  of  materials  used  for  food;  the 
bodily  elements  and  food  principles — carbodydrates,  protein,  fats,  min- 
erals, water. 

1.  Carbohydrates:  Experiments  to  determine  the  effect  of  heat,  mois- 
ture and  acid  on  starch.  Experiments  to  determine  the  composition  of 
representative  starch  foods.  Method  of  cooking  starch  foods.  Sugar 
and  cellulose,  digestion  and  value,  relation  to  starch,  methods  of  combina- 
tion and  transformation  of  sugars. 

2.  Protein:  Experiments  to  determine  effect  of  different  degrees  of 
heat  on  egg  albumen;  solubility  of  simple  proteids;  composition  of  milk; 
discussion  of  proteid  foods — source,  care  of,  structure,  composition,  di- 
gestion and  nutritive  value.  Cooking  of  proteid  foods — eggs,  milk,  meat; 
cooking  of  proteids  in  combination  with  starch. 

3.  Fats:  Trying  out,  clarifying,  frying,  making  emulsions,  olive  oil 
and  egg.  Discussion  of  digestion  and  value  of  fats,  and  their  uses  in 
cooking. 

4.  Minerals:  Experiments  to  determine  amount  and  kind  of  minerals 
in  the  common  foods,  milk  and  flour.    Need  of  minerals  in  body  structure. 

5.  Water:  Experiments  as  to  different  stages  and  temperature  of 
heated  water.  Water  as  related  to  mineral  substances.  Tanic  acid.  Tea, 
coffee — source,  composition,  effect  upon  the  body.  Making  of  water  bev- 
erages and  jelly. 

6.  Combinations  of  food  principles:  Recipes  and  experiments  in  gen- 
eral cooking.  Preparation  and  serving  of  meals  involving  study  in  cost 
and  economy  and  balance  of  food  materials.  Classification  of  food  prin- 
ciples. 

Course  2. — Cooking.  The  course  offers  a  study  in  bacteria,  yeasts, 
molds  and  micro-organisms.  The  relation  of  these  to  food  and  drink. 
Microscopic  experiments.  Studies  of  drinking  water  and  ice  supplies. 
Bread  making,  leavening  agents,  yeast,  salt-rising  bread.  Cheese  mak- 
ing, varieties  and  qualities.  Fermentation  and  nonfermentation.  Can- 
ning and  preserving.  Preserving  agents,  harmful  and  unharmful. 
Recipes  and  wider  experience  in  cooking  and  serving. 

Course  3. — Dietetics.  The  course  includes  analysis  of  organic  mate- 
rials; principles  of  analysis  of  foodstuffs;  detection  of  preservatives  and 
adulterations  used  in  foods.  Discussion  of  the  healthful  diet  for  persons 
in  normal  condition  of  health  but  differing  in  occupation.  Influence  of 
climate  and  season  upon  needed  changes  in  diet.  Diet  in  disease;  effect 
of  various  food  constituents  upon  any  one  disordered  digestive  agent. 
Menus  for  different  diseases;  recipes  and  preparation.  The  invalid's 
tray. 

Course  4. — The  house.  This  course  is  a  series  of  general  lessons  in 
home-keeping.  A  study  of  the  house,  its  location,  lighting,  ventilation, 
plumbing,  drainage  and  plan.  A  study  of  cleansing  agents,  sanitary 
walls,  floors,  sinks,  bathrooms,  cellars,  ice  chests.     Household  pests  and 


Hays,  Kansas.  29 

their  extermination.     Dust  and  its  removal.     Care  and  cleansing  of  cur- 
pets,  hangings  and  furniture.     Fumigation.     The  laundry. 

MANUAL  TRAINING. 

Course  1. — Mechanical  drawing.  A  course  in  the  elements  of  mechan- 
ical drawing,  including  problems  in  geometric  constructions,  orthographic 
cabinet  and  isometric  projections,  shadows,  intersections  of  solids,  etc., 
with  some  of  the  general  applications  to  drafting.  Instruction  and  prac- 
tice are  given  in  making  working  drawings,  reading  drawings,  and 
blue-printing. 

Course  2. — Constructive  design.  A  continuation  of  the  above  course, 
including  instruction  and  practice  in  more  advanced  work  in  drafting, 
lettering  and  design,  with  reference  to  the  needs  of  construction  and 
appropriate  decoration  by  pleasing  panels  and  designs  for  wood  carving. 

Course  3. — Elementary  woodwork.  A  course  in  wood  construction 
suited  to  the  intermediate  and  lower  grammar  grades.  Work  with  tools 
at  the  bench  will  be  required.  Simple  models  selected  to  illustrate  and 
give  practice  in  the  use  of  the  common  woodworking  tools  will  be  made. 

Course  4. — Advanced  woodwork.  A  continuation  of  the  above  course, 
dealing  with  models  appropriate  for  the  grammar  grades.  Work  re- 
quiring greater  skill  in  the  use  of  tools  will  be  selected,  and  students  will 
be  expected  to  plan  and  execute  several  original  or  adapted  models,  in 
addition  to  those  in  an  assigned  course. 

Course  5. — Joinery.  A  course  beginning  with  a  series  of  joint  exer- 
cises illustrating  the  common  joints  in  wood  construction  and  continuing 
into  the  application  of  some  of  these  in  appropriate  models. 

Course  6. — Cabinet  making.  A  course  in  advanced  woodworking, 
dealing  with  models  requiring  more  accurate  use  of  the  tools.  Some  at- 
tention will  be  given  to  the  lines  and  decorations,  with  the  methods  of 
securing  pleasing  effects  through  wood  combinations,  inlaying  and  simple 
carvings. 

Course  7. — Wood  carving.  A  continuation  of  the  above  course,  deal- 
ing with  more  elaborate  constructions  and  decorations.  Original  se- 
lected designs  for  wood  will  be  made  and  applied  to  useful  objects. 

Course  8. — Advanced  wood  carving.  An  advanced  course  in  wood 
carving,  dealing  with  more  difficult  problems  offered  to  students  with 
special  talent  for  wood  carving. 

BIOLOGICAL  SCIENCES. 

PLANT  BIOLOGY. 

Course  1. — Field  botany.  This  embraces  morphology  and  habits  of 
cryptogams  and  phanerogams.  This  course  requires  laboratory,  field  and 
class  work. 

Course  2. — Plant  life.  This  includes  a  study  of  the  physiology, 
ecology  and  histology  of  plants  in  laboratory  and  classroom. 


30  Western  Normal  School. 

ANIMAL  BIOLOGY. 

Course  1. — Agricultural  zoology.  This  subject  treats  of  the  care, 
kinds,  and  good  and  bad  qualities  of  animals  found  on  the  farms.  The 
classes  meet  each  day  for  one  semester,  or  four  days  each  week  for  one 
term,  according  to  the  course  taken. 

Course  2. — Field  zoology.  This  is  a  course  in  animal  natural  history 
and  comprises  field  and  museum  studies  of  insects  and  birds,  with  lec- 
tures on  their  economic  relationships  to  man,  especially  to  the  farmer 
and  orchardist. 

Course  3. — Animal  life.  This  study  gives  a  knowledge  of  the  physi- 
ology and  ecology  of  animals. 

Course  4. — Systematic  zoology.  This  subject  embraces  a  study  of  the 
anatomy  and  physiology  of  representative  animals,  and  lectures  on  the 
structure  and  habits  of  important  forms  in  all  classes  of  animals. 

ENVIRONMENTAL  BIOLOGY. 

GEOLOGY. 

Courses  1  and  2. — General  geology.  The  two  courses  include  the 
dynamical,  structural  and  historical  geology  of  the  United  States. 

Courses  3  and  4. — Geology  of  Kansas.  The  courses  include  studies 
of  soil,  climate  and  forest,  and  work  of  wind,  rain,  moisture  and  run- 
ning water.  Before  concluding  the  subject  each  member  of  the  class 
is  required  to  write  a  geological  history  of  Kansas. 

HUMAN  PHYSIOLOGY. 

Course  1. — Elementary  physiology. 

Course  2. — General  physiology.  Physiology  2  gives  in  a  modern  way 
a  general  knowledge  of  the  anatomy,  physiology  and  hygiene  of  the 
human  body. 

Course  3. — Advanced  general  physiology.  Course  2  is  reviewed  and 
the  physiology  of  the  human  body  emphasized. 

COMMERCE. 

BOOKKEEPING  AND  ACCOUNTING. 

Course  1. — Elementary  bookkeeping.  Principles  of  debit  and  credit. 
Forms  of  opening  and  closing  accounts.     Trial  balances  and  statements. 

Course  2. — Bookkeeping  and  business  practice.  Drill  is  given  in  the 
use  of  business  forms,  all  business  papers  being  written  and  handled  by 
the  student. 

Course  3. — Advanced  bookkeeping.  Commission,  shipping  and  gen- 
eral merchandising  business.  Use  of  loose-leaf  books.  Partnership  ac- 
counts. 

Course  4. — Advanced  bookkeeping  continued.  Wholesale  business. 
Use  of  auxiliary  ledgers  and  special  columns.  Card  ledger  introduced. 
Brief  treatment  of  single  entry  and  changing  from  single  to  double  entry. 

Course  5. — Bank  accounting.    Organization  and  management  of  banks. 


Hays,  Kansas.  31 

The  work  is  designed  to  reproduce  as  nearly  as  possible  th.  routine  of  ;i 
oank. 

Course  6. — Corporation  accounting.  The  organization  of  a  corpora- 
tion, with  special  reference  to  the  laws  of  Kansas.  Several  sets  of  books 
are  opened  and  closed  to  show  the  distinctive  features  of  corporate  ac- 
counting. The  main  set  is  that  of  a  manufacturing  business  using  the 
voucher  system. 

Course  7. — Philosophy  of  accounts.  Accounting  treated  from  the 
view-point  of  science  and  in  its  relation  to  political  economy.  Analysis 
of  complex  accounts  and  statements;  general  principles  of  cost  account- 
ing, valuations  involving  interest,  treatment  of  depreciation,  capital  and 
revenue  accounts,  and  the  use  of  statistics  in  determining  the  condition 
of  a  business. 

Course  8. — Auditing.  Purposes  of  audits:  to  detect  errors  in  rec- 
ords, to  determine  the  legality  of  transactions.  Planning  an  audit,  an- 
alyzing accounts,  methods  and  forms  of  procedure. 

BUSINESS  ORGANIZATION. 

Course  1. — The  individual  business  man,  the  partnership,  the  corpo- 
ration. Extractive,  manufacturing,  and  distributive  industries.  The 
various  departments  of  a  large  business  and  their  relations  to  one  an- 
other. The  market,  advertising,  credits  and  collections.  The  administra- 
tive department  and  accounting  methods. 

COMMERCIAL  LAW. 

Course  1. — Elementary  commercial  law.  Elementary  definitions  and 
principles  of  the  law  of  contracts,  sales,  negotiable  instruments,  agency 
and  bailment.  The  Kansas  supreme  court  reports  and  standard  law 
treatises  are  used  to  supplement  the  textbook. 

Course  2. — Continuation  of  course  1.  Business  associations,  including 
partnerships,  joint-stock  companies,  and  corporations;  real  property,  in- 
cluding titles,  contracts,  and  transfers;  insurance  law. 

Course  3. — Advanced  commercial  law.  Detailed  study  of  the  law  of 
contracts  as  to  their  nature,  formation,  operation,  interpretation  and  dis- 
charge. Concrete  cases  taken  from  the  reported  decisions  of  state  and 
federal  courts  are  largely  used.  These  cases  cover  the  entire  field  of 
business  law.  Attention  is  given  to  the  constitutional  questions  involved 
in  national  and  state  jurisdiction  over  the  formation  and  enforcement 
of  contracts. 

PENMANSHIP. 

Course  1. — Study  of  correct  position.  Muscular  movement  and  its  ad- 
vantages. Practice  on  ovals  and  various  movement  exercises  until  the 
muscle  is  in  good  control  and  ease  of  movement  acquired.  Practice  in 
making  small  and  capital  letters  is  followed  by  writing  and  arranging 
brief  business  letters  and  miscellaneous  matter.  It  is  expected  that  on 
the  completion  of  this  course  the  student  will  be  able  not  only  to  write 
with  ease  and  symmetry  plain,  practical  letter  forms,  but  to  arrange  his 
work  on  the  page  with  due  regard  to  proportion. 


32  Western  Normal  School. 

Course  2. — Teachers'  training  course.  Methods  of  teaching  penman- 
ship; blackboard  drills  and  advanced  pen  work. 

STENOGRAPHY. 

Cultivation  of  the  ear  in  distinguishing  sounds  and  habits  of  close  at- 
tention are  requisites  for  the  successful  study  of  stenography.  Accuracy, 
quick  perception  and  rapid  thinking  are  cultivated  from  the  beginning. 
Each  principle  presented  receives  careful  drill.  Logograms,  contractions 
and  phrases  are  dwelt  upon.  In  transcription  of  connected  matter,  spell- 
ing, paragraphing  and  arrangement  must  be  absolutely  correct.  Miscel- 
laneous matter  is  introduced  to  increase  vocabulary  and  supplement  gen- 
eral knowledge.  Dictation  includes  common  legal  and  business  forms, 
selections  from  standard  literature,  letters  and  tabulations.  Emphasis  is 
laid  on  reading  shorthand  notes  and  transcriptions. 

Course  1. — Completion  of  first  half  of  text. 

Course  2. — Completion  of  text,  and  practice  in  reading  shorthand. 

Course  3. — Miscellaneous  dictation.    Work  with  graphophone  records. 

Course  4. — Dictation,  graphophone  work  and  transcriptions  continued. 

Course  5. — Dictation  of  difficult  matter.  Speed  practice  in  writing  and 
transcribing. 

TYPEWRITING. 

Careful  study  of  machine.  Instruction  as  to  care,  mechanism,  and 
possibilities.  The  touch  system  is  used  exclusively.  Proper  fingering  is 
insisted  upon.  A  light,  rapid,  smooth  and  even  touch  is  acquired  as  early 
as  possible.  Accuracy  is  the  first  object,  though  speed  should  come  as  a 
result  of  practice.  Neatness  is  emphasized.  Dictation  is  given  from  the 
beginning,  and  proceeds  from  the  simplest  combination  of  letters  through 
carefully  graded  exercises  to  the  most  difficult  matter.  Arrangement  of 
work  and  tabulations  receive  special  attention.  To  be  able  to  write  with- 
out error  and  at  the  same  time  smoothly  and  rapidly  any  kind  of  miscel- 
laneous matter  or  business  document  is  the  end  and  aim  of  typewriting, 
and  this  object  is  held  before  the  student  throughout  the  course. 

Course  1. — Mastery  of  keyboard.  Diligent  practice  on  words,  easy  sen- 
tences and  simple  business  letters.  Envelope  addressing,  card  writing 
and  simple  tabulations. 

Course  2. — Common  legal  forms  and  tabular  exercises.  Special  atten- 
tion to  arrangement,  spelling  and  punctuation  of  dictated  matter. 

Course  3. — Speed  practice,  study  of  manifolding  and  carbon  work,  and 
use  of  graphophone  and  typewriter.     Dictated  matter  of  some  difficulty. 

ENGLISH. 

Course  1. — Mechanics  of  English.  Classroom  work  only.  For  those 
who  do  not  pass  the  examination  required  hereafter  of  all  who  enroll  for 
any  work  in  the  life-certificate  course:  Orthography,  penmanship,  punctu- 
ation, capitalization,  elementary  work  in  synonyms  and  antonyms,  quota- 
tion marks,  simple  rules  for  the  paragraph,  letter  forms,  etc.;  in  brief, 
general  mechanical  excellences,  to  the  end  that  each  prospective  teacher 


Hays,  Kansas.  33 

shall  be  able  to  present,  as  well  as  to  procure  from  pupils  in  every  grade 
of  public  schools,  pood  work  in  manuscript  form.  Students  will  be  passed 
from  the  course  as  soon  as  they  give  evidence  of*  elliciency  in  the  work 
required. 

Courses  2,  3,  4,  and  5. — The  state  text,  Stebbins's  Progressive  Course 
in  English,  forms  the  basis  of  the  work  offered.  The  reading  and  study 
courses  in  English  classics  will,  as  far  as  possible,  conform  to  "College 
Entrance  Requirements"  for  years  1913,  1914,  1915. 

1.  The  Old  Testament  books — Genesis,  Exodus,  Joshua,  Judges,  Sam- 
uel, Kings,  Daniel,  Ruth  and  Esther.  The  Odyssey  (books  I-V,  XV- 
XVII  may  be  omitted).  The  Iliad  (books  XI,  XIII-XV,  XXI  may  be 
omitted).  Vergil — ^Eneid.  For  any  unit  of  this  group  a  unit  from  any 
other  group  may  be  substituted. 

2.  Shakespeare — Merchant  of  Venice,  Midsummer  Night's  Dream,  As 
You  Like  It,  Twelfth  Night,  Henry  V,  Julius  Caesar. 

3.  De  Foe — Robinson  Crusoe  (part  I).  Goldsmith — Vicar.  Scott — 
Ivanhoe  or  Quentin  Durward.  Hawthorne — Seven  Gables.  Dickens — 
David  Copperfield,  or  Tale  of  Two  Cities.  Thackeray — Henry  Esmond. 
Mrs.  Gaskell — Cranford.  George  Eliot — Silas  Marner.  Stevenson — 
Treasure  Island.  Bunyan — Pilgrim's  Progress  (part  I).  The  De  Cov- 
erley  Papers.  Franklin — Autobiography  (condensed).  Irving — Sketch 
Book.  Macaulay — Essays  on  Lord  Clive  and  Warren  Hastings.  Thack- 
eray— English  Humorists.  Selections  from  Lincoln — including  at  least 
the  two  inaugurals,  the  speeches  in  Independence  Hall  and  at  Gettys- 
burg, the  Last  Public  Address,  and  Letter  to  Horace  Greeley;  a  brief 
memoir  or  estimate.  Parkman — Oregon  Trail.  Thoreau — Walden,  or 
Huxley — Autobiography,  and  Selections  from  Lay  Sermons,  including 
the  Addresses  on  Improving  Natural  Knowledge,  A  Liberal  Education, 
and  A  Piece  of  Chalk.  Stevenson — Inland  Voyage,  and  Travels  with  a 
Donkey. 

5.  Palgrave — Golden  Treasury  (first  series),  books  II  and  III,  with 
especial  attention  to  Dryden,  Collins,  Gray,  Cowper  and  Burns.  Gray-- 
Elegy,  and  Goldsmith — Deserted  Village.  Coleridge — Ancient  Mariner, 
and  Lowell — Sir  Launfal.  Scott — Lady  of  the  Lake.  Byron — Childe 
Harold,  canto  IV,  and  Prisoner  of  Chillon.  Palgrave — Golden  Treasury 
(first  series),  book  IV,  with  especial  attention  to  Wordsworth,  Keats, 
and  Shelley.  Poe — Raven.  Longfellow — Miles  Standish,  and  Whittier 
— Snow-bound.  Macaulay — Lays  of  Ancient  Rome,  and  Arnold — Sohrab 
and  Rustum.  Tennyson — Garety  and  Lynette,  Lancelot  and  Elaine, 
and  Passing  of  Arthur.  Browning — Cavalier  Tunes,  Lost  Leader,  How 
they  Brought  the  Good  News,  Home  Thoughts  from  Abroad,  Home 
Thoughts  from  the  Sea,  Incident  of  the  French  Camp.  Herve  Riel — 
Pheidippides,  My  Last  Duchess,  Up  at  a  Villa,  Down  in  the  City. 

For  study:  Shakespeake — Macbeth.  Milton — L'Allegro,  II  Penseroso 
and  Comis.  Burke — Speech  on  Conciliation  with  America,  or  Washing- 
ton— Farewell  Address,  and  Webster — First  Bunker  Hill  Oration. 
Macaulay — Life  of  Johnson,  or  Carlyle — Essay  on  Burns. 

Courses  6  and  7. — English  literature.  Historical  outline  with  as- 
signed   readings    and    papers,    omitting    the    writers    of    the    nineteenth 


34  Western  Normal  School. 

century.     These  courses  are  designed  to  give  the  student  a  general  view 
of  the  subject  as  a  preparation  for  intensive  study  of  special  period. 

Course  8. — Rhetoric  and  composition.  It  offers  training  in  the  funda- 
mental principles  and  practice  of  English  prose  discourse.  Narration, 
description,  exposition  and  criticism  are  presented,  with  a  variety  of 
analytical  and  constructive  exercises.  The  practical  needs  of  everyday 
life  are  kept  constantly  in  view  and  technical  excellence  is  essential. 
Semiweekly  themes  are  required.  The  writing  and  criticism  of  longer 
themes,  with  a  study  of  the  principles  of  structure.  A  study  of  the 
principles  of  composition  and  the  qualities  of  style.  Discussion  of  text- 
books and  methods  of  teaching  English  composition. 

GENERAL  PEDAGOGY. 
GENERAL  AND  APPLIED  METHODS. 

Course  1. — General  methods.  Required.  A  textbook  on  the  principles 
of  teaching  is  studied.  The  following  topics  are  emphasized :  The  mean- 
ing of  education;  the  aims  of  school  education;  the  scope  of  school  edu- 
cation; the  psychological  basis  of  education;  instincts  and  capacities; 
self -activity ;  apperception;  interests;  individual  differences  in  children; 
attention;  principles  of  association;  habit  formation;  memory;  prin- 
ciples of  analysis;  reasoning;  inductive  and  deductive  methods  of  teach- 
ing; the  formal  steps  of  instruction;  education  and  conduct;  moral  train- 
ing; imitation  and  suggestion;  responses  of  feeling;  the  esthetic  emo- 
tions; taste;  motor  expression;  verbal  expression;  expression  through 
the  arts  and  industries;  teaching  form;  teaching  execution. 

Course  2. — Primary  methods.  Elective.  It  is  the  purpose  in  this 
course  to  offer  in  lecture  form  a  critical  study  of  methods  of  presenting 
principal  subjects  of  instruction  in  the  lower  grades.  This  work  is  more 
extended  and  definite  on  the  various  subjects  than  is  possible  in  the 
limited  time  available  in  connection  with  the  academic  and  advanced 
treatment  of  the  same.  The  teachers  will  be  led  to  test  methods  and  to 
govern  their  application  of  the  same  by  the  laws  of  mind.  After  each 
subject  is  completed,  illustrative  lessons  will  be  given  with  the  pupils  of 
the  first  three  years  of  the  Model  District  School. 

The  principal  subdivisions  of  the  work  are  the  following:  (1)  Primary 
reading:  Earliest  methods — A-B-C,  phonic,  phonetic,  word,  sentence, 
word  steps  in  a  reading  lesson ;  use  of  illustrations ;  presenting  new  words 
and  phrases;  silent  reading  or  thought  work;  expression;  the  acquisition 
of  a  vocabulary;  reciting  a  reading  lesson;  supplementary  reading,  ques- 
tioning; school  readers,  or  entire  classic  work;  seat  work.  (2)  Nature 
study  and  language:  Study  objects  in  nature,  showing  how  they  may  be 
used  and  correlated  with  language  work;  use  of  the  story  and  poem;  oral 
language;  written  language;  primary  composition;  gardening.  (3)  Spell- 
ing: Selection  of  words;  assignment  of  lesson;  steps  in  the  recitation; 
grouping  words;  dictation  work,  relative  place  of  oral  and  written  spell- 
ing. (4)  Arithmetic:  Value  as  a  means  of  mental  training;  earliest 
methods — Pestalozzian,  Quincy,  Grube,  Sonneschein,  Speer;  use  and  limi- 
tation of  objective  teaching;  early  work  in  fractions,  etc.;  relations  be- 


Hays,  Kansas.  35 

tween  mental  and  written  work;  method  of  recitation;  drills;  Beat   work. 
(5)  Geography:   Its  place  in  the  primary  course;  home  geography;  out 
door  or  field  lessons;  sand  modeling;  life  in  other  land  tight  from 

Jane  Andrews's  Seven  Little  Sisters  and  The  Ten  Boys;  relation  of  geog- 
raphy to  social  life;  occupations  and  industries;  map  work.  (G)  Music: 
Tonic  sol-fa  and  staff;  breathing,  rhythm,  tone  work;  ear  training  and 
eye  training;  note  and  rote  work;  analysis  of  song. 

In  the  list  of  helps  are:  Sarah  Arnold's  Waymarks  for  Teachers; 
Sarah  Arnold's  How  to  Teach  Reading;  McMurry's  Special  Method  for 
Reading;  McMurry's  Special  Method  for  Geography;  McMurry's  Special 
Method  for  Science;  Scott's  Nature  Study;  Bailey,  Lessons  on  Plants; 
Bailey,  The  Nature-study  Idea;  Hodge,  Nature  Study  and  Life;  Hemen- 
way,  School  Gardening;  Clarke,  Reading;  Parker's  Talks  on  Pedagogy; 
Cooley,  Language  Manual;  Frye,  Sand  Modeling. 

HISTORY  OF  EDUCATION. 

Course  1. — History  of  education.  An  introductory  course,  aiming  to 
show  something  of  the  sources  of  information  as  a  basis  for  educational 
interpretation.  Tendencies  rather  than  men  are  dealt  with.  The  last 
sections  have  to  do  with  present  educational  conditions  and  problems, 
and  the  relations  of  each  section  with  present  conditions  are  emphasized. 
Monroe's  Brief  Course  in  the  History  of  Education. 

Course  2. — History  of  education.  An  intensive  study  of  the  history 
of  education,  dealing  with  men  as  the  representatives  of  reforms  and 
new  movements.  Each  student  will  be  required  to  make  an  especial 
study  of  some  reformer.  Cubberley's  Outlines  of  the  History  of  Educa- 
tion will  be  used  as  the  basis,  with  lectures  and  reference  work. 

PSYCHOLOGY  AND  PHILOSOPHY. 

PSYCHOLOGY. 

Course  1. — Elementary  psychology.  In  this  course  the  simpler  aspects 
of  the  ordinary  phases  of  mental  activity  are  dealt  with.  Exercises  also 
are  given  to  develop  introspection  and  to  give  familiarity  with  the  mental 
processes. 

Courses  2  and  3. — General  psychology.  A  systematic  treatment  of  the 
subject  is  attempted.  Some  experimental  work  in  the  line  of  illustration 
is  given.     Individual  topics  also  are  assigned  for  more  thorough  study. 

Course  4. — Child  psychology.  Elective.  Treats  generally  of  the  men- 
tal development  of  children,  seeking  to  give  a  basis  for  education  in  the 
elementary  grades. 

PHILOSOPHY.  * 

Course  1. — Philosophy  of  education.  Elective.  A  study  of  the  prin- 
ciples of  education  with  the  aim  of  finding  their  philosophical  implica- 
tions.    Third  and  fifth  terms. 

SCHOOL  ADMINISTRATION. 
Course  1. — Rural-school  administration.    The  purpose  in  this  course  is 
to  consider  the  practical  problems  of  the  rural-school  teacher;  such  as  the 
equipment  and  arrangement  of  a  modern  one-room  schoolhouse,  the  first 


36  Western  Normal  School. 

day  of  school,  the  daily  program,  the  recitation,  correlation  of  subjects,, 
dscipline,  hygiene — in  short,  to  acquaint  the  student  with  the  work  being 
done  in  the  best  rural  schools  of  to-day. 

Course  2. — This  is  a  course  in  school  law.  Such  topics  as  public  funds, 
the  raising  and  distribution  of  school  taxes,  bonds,  certification,  the  dis- 
trict, consolidation  of  rural  schools,  the  city  system,  compulsory  educa- 
tion, the  juvenile  court  and  the  high-school  system  will  be  considered,, 
basing  the  work  on  the  Kansas  school  plan,  but  making  a  comparative 
study  of  similar  laWs  of  other  states.  Emphasis  will  be  placed  upon  pro- 
posed and  desirable  modifications  in  school  law. 

TEACHING. 

The  Training  School  offers  teaching  and  observation  in  grade  work. 

Course  1. — Five  periods  per  week.  Work  in  outlining  subject  matter,, 
preparing  lesson  plans,  observation  and  discussion  of  work  done  by  other 
teachers,  and  teaching  in  the  presence  of  the  critic  teacher. 

Course  2. — Five  periods  per  week.  Student  has  charge  of  a  class  un- 
der close  supervision. 

Course  3. — Five  periods  per  week.  Student  will  have  more  independ- 
ent charge  of  class  and  will  be  held  responsible  for  results.  In  this  course 
students  will  demonstrate  their  ability  in  teaching. 

Course  4. — Five  periods  per  week.  Students  taking  this  course  may  be 
required  to  do  supervisory  work  or  teaching  as  their  needs  may  seem  to 
suggest.  Those  planning  for  high-school  work  may  be  given  advanced 
classes  to  teach. 

GEOGRAPHY. 

Course  1. — Physiography.  A  general  view  of  the  subject,  such  as  can 
be  included  in  one-half  year  of  high-school  work.  Laboratory  and  field 
lessons  are  given  twice  a  week.     - 

Course  2. — Political  geography.  Includes  a  special  study  of  North 
America,  with  Russell's  volume  upon  the  same  as  a  guide  as  to  content, 
and  Redway's  New  Basis  for  Geography  for  the  method  in  treating  the 
same. 

Course  3. — Commercial  geography.  Elective.  Designed  to  correlate 
with  the  work  in  the  department  of  commerce. 

HISTORY. 

AMERICAN  HISTORY. 

Course  1.— American  history,  1492-1800.  A  careful,  chronological 
study  of  the  entire  field  of  that  period. 

Course  2.— American  history,  1800-1900.  A  careful  chronological 
study  of  the  entire  field  of  that  period. 

Course  3. — Kansas  history.  The  territorial  struggle  and  the  state  his- 
tory are  presented. 

Course  4. — Prehistoric  discovery  and  explorations,  1492-1607.     Euro- 


Hays,  Kai  37 

pean  conditions  leading  to  our  age  of  disc,  cry  Ancient,  life  on  tin- 
American  continent.  Discoverers  and  explorers  are  studied  as  to  char 
acter,  motives,  work  accomplished  and  results. 

Course  5. — History  of  New  England.  European  conditions  leading 
to  first  settlements.  American  conditions  leading  to  later  settlements. 
Development  of  New  England. 

Course  6. — History  of  the  southern  and  middle  colonies.  European 
conditions  leading  to  first  settlements.  Facts  necess;  mating  later  new  col- 
onies. Why  the  middle  country  presented  questions  different  from  New 
England  and  the  South.  Results.  Why  the  South  was  slow  in  develop- 
ment. 

Course  7. — Social,  economic  and  institutional  history  of  the  American 
colonies.  An  exhaustive  study  of  the  rise,  development  and  effect  of  these 
various  phases  of  life  in  each  section  of  the  country,  from  the  founding 
of  the  colonies  to  the  Declaration  of  Independence.  How  it  all  contributed 
to  independence  as  an  assured  fact  and  made  dependence  a  further  im- 
possibility. 

GOVERNMENT. 

Course  1. — The  United  States  constitution  is  the  field  of  study.  Its 
history,  the  meaning  and  the  application  of  each  part.  Historical  illustra- 
tions. The  actual  working  of  institutions  existing  because  of  the  provi- 
sions of  the  constitution. 

Course  2. — State  government.  The  Kansas  constitution  is  the  field  of 
investigation.  Its  formation,  evolution  and  application.  Legislation, 
judicial  rendering,  present  problems. 

EUROPEAN  HISTORY  AND  POLITICAL  SCIENCE. 

Course  1. — Ancient  history.  This  course  offers  a  thorough  elementary 
drill  in  the  essentials  of  general  history  to  the  time  of  Charlemagne. 
Both  first  and  second  semesters. 

Course  2. — Medieval  and  modern  history. 

Courses  3  and  4. — English  history.  Course  3  covers  the  period  from 
the  Roman  conquest  to  the  accession  of  the  Tudors.  Course  4  covers  the 
remainder  of  the  history  of  England  down  to  the  present.  These  courses 
must  precede  any  advanced  work  in  European  history  and  form  the  best 
preparation  for  work  in  American  history.  They  should  be  taken  in 
regular  order,  but  with  the  consent  of  the  department  a  grade  in  either 
course  may  be  given  separately. 

LANGUAGE. 
LATIN. 

Course  1. — Beginner's  Latin.  The  aim  of  this  and  course  2  is  to 
master  the  elements  of  Latin  form,  declension,  conjugation,  comparison 
and  fundamental  rules  of  syntax.  The  acquisition  of  a  vocabulary  is  an 
important  aim  of  this  year's  work. 

Course  2. — Beginner's  Latin.  Text  completed.  Character  of  work  as 
in  course  1. 


38 


Western  Normal  School. 


Hays,  Kansas. 


:;<j 


40  Western  Normal  School. 

Course  3. — Cassar,  books  I  and  II.  Bennett's  grammar.  The  work  of 
extended  translation  is  begun.  A  thorough  drill  in  principles  of  syntax, 
especially  use  of  cases. 

Course  4. — Caesar  (advanced),  books  III  and  IV.  The  work  of 
translation  continues.  The  syntactical  study  emphasizes  the  various 
uses  of  the  subjunctive  mode. 

Course  5. — Cicero.  Four  orations  against  Catiline.  In  addition  to  the 
translation,  special  study  of  conditional  sentences. 

Course  6. — Cicero  (advanced).  Manilian  law,  Marcellus  and  Archias. 
D'Ooge,  Prose  Composition,  and  original  exercises  in  prose.  Study  of  the 
Revolutionary  period  of  Roman  history,  132  B.  C.  to  114  B.  C.  Offered  each 
semester. 

Course  7. — Vergil.  Books  I,  II,  III.  Translation  and  mastery  of  the 
dactylic  hexameter  verse.    Supplementary  mythology. 

Course  8. — Vergil  (advanced),  books  IV,  V,  VI.  Outline  of  Guerber's 
Mythology. 

GERMAN. 

Course  1. — Elementary  German.  Bacon's  German  Grammar,  twenty- 
five  lessons.  Dictation,  memorizing,  oral  reproduction,  beginning  of  orig- 
inal composition,  conversation. 

Course  2. — Elementary  German.  Bacon's  German  Grammar,  lessons 
26  to  50.    Other  work  continued  as  in  course  1. 

Course  3. — Second-year  German.  Bacon's  German  Grammar  com- 
pleted; Gerstacker's  Germelshausen.  Other  work  continued  as  in  courses 
1  and  2. 

Course  4. — Second-year  German.  Pope's  German  Composition  com- 
plete; Fulda's  Unter  vier  Augen;  Wildenbruch's  Das  Edle  Blut;  Seidel's 
Leberecht  Huhnchen;  Hatfield's  Lyrics  and  Ballads. 

Course  5. — Third-year  German.  Thomas's  Practical  German  Gram- 
mar, part  I.  Original  themes  and  letters,  oral  and  written  reproductions; 
Schiller's  Wilhelm  Tell,  or  Die  Jungfrau  von  Orleans. 

Course  6. — Third-year  German.  Thomas's  Grammar  completed;  Les- 
sing's  Minna  von  Barnhelm;  Eichendorff's  Ausdem  Leben  eines  Tauge- 
nichts.     Other  work  as  in  course  5. 

Course  7. — Fourth-year  German.  Keller's  Bilder  Aus  der  Deutschen 
Literatur;  Hauff's  Lichten stein ;  Goethe's  Hermann  and  Dorothea. 

Course  8. — Fourth-year  German.  Keller's  Bilder  completed;  Korner's 
Zirny;  Rosegger's  Schriften  eines  Waldschulmeisters.  In  courses  7  and  8, 
original  essays  in  German  on  assigned  themes  will  be  required. 

LIBRARY  SCIENCE. 
METHOD  OF  INSTRUCTION. 

There  are  few  textbooks  on  Horary  subjects,  and  instruction  is  given 
in  the  form  of  lectures  and  assigned  readings,  followed  by  practice  work 
under  supervision,  with  discussion  of  both  theory  and  practice.  Indi- 
vidual research  is  encouraged. 

Course  1.— Elementary  reference.     Lectures,  with  practical  work  fol- 


Hays,  Kansas.  41 

lowing,  to  make  new  Btudent8  feel  at   home  in   the  library  and  able  ' 
it  to  advantage. 

MATHEMATICS. 
ARITHMETIC. 

Course  1. — This  course  covers  the  work  of  the  text  through  the  funda- 
mental operations,  divisors,  multiples,  analysis,  fractions,  decimals,  de- 
nominate numbers,  metric  system,  business  practice,  percentage,  profit  and 
loss,  commission,  trade  discount,  stocks  and  bonds,  taxes,  and  United 
States  revenue. 

Course  2. — This  course  completes  the  text,  covering  interest,  true  dis- 
count, bank  discount,  compound  interest,  exchange,  equation  of  accounts, 
ratio  and  proportion",  partnership,  bankruptcy,  involution,  evolution  and 
mensuration.  Emphasis  is  placed  upon  methods  of  presentation.  Open 
to  all  students  who  have  completed  course  1. 

ALGEBRA. 

Course  1. — This  course  covers  the  work  of  the  text  through  the  funda- 
mental operations,  divisors,  multiples,  factoring,  fractions,  integral  equa- 
tions, fractional  equations,  simultaneous  linear  equations,  involution,  evo- 
lution, and  theory  of  exponents. 

Course  2. — This  course  covers  the  work  of  the  text  through  the  topics 
of  surds,  quadratic  equations,  equations  solved  like  quadratics,  simul- 
taneous quadratic  equations,  indeterminate  equations,  ratio  and  propor- 
tion, variation,  progressions,  logarithms.  Open  to  all  students  who  have 
completed  course  1. 

Course  3. — This  covers  the  work  of  Wells'  College  Algebra  through 
the  topics  of  inequalities,  graphics,  binomial  theorem,  harmonical  pro- 
gression, advanced  cases  in  factoring,  determinants,  permutations,  and 
combinations.     Open  to  all  students  who  have  completed  course  2. 

Course  4. — Theory  of  equations,  Wells'  College  Algebra.  Open  to  all 
students  who  have  completed  course  3. 

Course  5. — This  course  covers  the  work  of  the  text  through  the  topics 
of  inequalities,  graphics,  binomial  theorem,  harmonical  progression,  de- 
terminants, permutations,  and  combinations.  Open  to  all  students  who 
have  completed  course  4. 

Course  6. — Theory  of  equations.  Open  to  all  students  who  have  com- 
pleted course  5. 

GEOMETRY. 

Course  1. — This  course  covers  books  I,  II,  III  and  IV  of  the  text. 
Open  to  all  students  who  have  completed  algebra  course  2. 

Course  2. — This  course  covers  books  V,  VI,  VII  and  VIII  of  the  text. 
Open  to  all  students  who  have  completed  course  1. 

TRIGONOMETRY. 

Course  1. — This  course  covers  the  work  of  the  text  through  plane 
trigonometry  and  the  spherical  through  the  right  and  quadrantal  tri- 
angles. Open  to  all  students  who  have  completed  course  4  of  algebra  and 
course  2  of  geometry. 


42  Western  Normal  School. 

surveying. 

Course  1. — This  course  embraces  the  use  of  drawing  instruments,  the 
transit,  plane  table,  solar  compass,  and  Y  level — the  ordinary  work  of  the 
county  surveyor.  Each  student  is  required  to  spend  one  hour  per  day  for 
ten  weeks  in  actual  field  work  with  instruments.  Open  to  all  students 
who  have  completed  the  course  in  trigonometry. 

MUSIC. 
VOCAL  MUSIC. 

Course  1. — This  deals  with  the  elements  of  music — pitch,  rhythm,  no- 
tation, .sight  reading  in  the  treble  clef.    Designed  for  beginners. 

Course  2. — Two  hours  credit.  Introduction  of  the  bass  clef;  two-  and 
three-part  singing;  terminology;  minors,  ear  training.  Offered  every 
term. 

Course  3. — Advanced  sight  reading;  four-part  work;  writing  and 
recognition  of  intervals  and  chords. 

PHYSICAL  SCIENCE. 
PHYSICS. 

Course  1. — This  is  an  elementary  course  in  the  mechanics  of  solids  and 
fluids.  It  is  fundamental,  and  is  required  in  the  Normal  secondary 
course.  The  requirements  for  admission  are  a  year's  work  in  algebra  and 
a  working  knowledge  of  plane  geometry.  Recitations  and  demonstrations 
daily.    Individual  laboratory  work  two  hours  each  week. 

Course  2. — This  course  offers  an  elementary  study  of  sound,  light, 
heat  and  electricity.  It  is  required  in  the  Normal  secondary  course.  The 
conditions  for  admission  are  the  same  as  for  course  1.  It  should  follow 
course  1,  but  permission  is  sometimes  given  to  reverse  the  order.  Recita- 
tions and  demonstrations  daily.     Laboratory  work  two  hours  each  week. 

CHEMISTRY. 

Course  1. — This  is  a  course  in  inorganic  chemistry  and  includes  a  study 
of  the  fundamental  principles  and  laws  of  the  science  with  a  detailed 
study  of  both  nonmetallic  and  metallic  elements.  Much  practice  is  re- 
quired in  the  writing  of  formulas  and  reactions  and  in  the  solving  of 
chemical  problems.  General  experiments  and  demonstrations  are  given  in 
connection  with  the  recitations,  and  a  minimum  of  four  hours  a  week 
laboratory  work  is  required. 

Course  2. — Qualitative  analysis.  This  includes  the  detection  of  acids, 
bases  and  salts  by  several  methods.  A  great  amount  and  variety  of  prac- 
tical work  is  done.    This  is  almost  entirely  a  laboratory  course. 

PHYSICAL  TRAINING. 

GENERAL  STATEMENT. 

The  primary  object  of  this  department  is  to  develop  the  physical  side  of 
the  young  men  and  women  receiving  instruction  in  this  institution.  We 
believe  that  all  true  education  seeks  to  develop  the  body  in  harmony  with 
the  mind.     A  strong  body  is  necessary  to  support  a  strong  mind.     The 


Hays,  Kansas.  43 

body  not  only  supports  the  mind,  but  should  also  be  its  servant.     To  se- 
cure this  end  systematic  work  in  this  department  is  necessary. 

We  are  a  normal  school,  and  as  such  we  are  teaching  our  student 
become  teachers  in  the  public  schools  of  the  state.     To  this  end  this  de- 
partment seeks  to  qualify  our  students  to  give  intelligent  instruction  in 
physical  training  in  the  schools  where  they  shall  teach  after  leaving  the 
Normal  School. 

All  students  are  required  to  take  work  in  the  department  unless  regu- 
larly excused  on  account  of  physical  infirmities.  Classes  in  light  gymnas- 
tics or  calisthenics  are  held  during  each  hour  during  the  regular  morning 
session,  and  students  having  vacant  hours  in  the  other  departments  are 
enrolled  in  these  classes.  Four  terms  of  twenty  weeks  each  in  calisthenics 
or  equivalent  accepted  work  must  be  taken  before  graduation.  These 
morning  classes  are  mixed,  and  students  take  the  work  in  the  regular 
costume  of  the  classroom.  A  careful  record  is  kept  of  attendance  and  all 
cases  of  absence  or  tardiness  must  be  excused  by  the  physical  director. 

The  work  of  the  morning  classes  consists  of  free  gymnastics,  long 
wands,  short  wands,  dumb-bells,  rings  and  Indian  clubs. 

The  work  of  each  class  is  arranged  in  accordance  with  the  day's  order, 
and  is  given  under  three  heads :  ( 1 )  Marching  for  a  short  time  at  the  be- 
ginning and  close  of  the  period;  (2)  a  drill  with  some  particular  piece  of 
light  apparatus,  or  free  gymnastics,  arranged  so  as  to  progress  from  sim- 
ple movements  to  complex  and  harder  ones;  (3)  breathing  exercises  are 
given  each  day,  the  object  being  to  produce  the  habit  of  deep  breathing. 
The  best  time  for  this  work  is  during  the  class  rest,  when  about  half 
through  the  drill.  The  arms  and  body  should  be  put  in  a  position  that 
will  enlarge  the  chest  capacity,  and  then  deep  inspiration  taken,  followed 
by  a  deep  expiration. 

HEAVY    GYMNASTICS. 

This  work  is  given  in  afternoon  classes,  and  the  boys  and  girls  work 
separately.  The  girls  wear  the  bloomer  suit,  and  the  work  is  more 
closely  adapted  to  the  special  needs  of  girls  than  is  the  work  of  mixed 
classes  in  the  morning.  The  work  consists  of  more  difficult  free  body- 
building exercises,  work  with  light  apparatus,  gymnasium  games,  and  a 
small  amount  of  work  on  heavy  apparatus. 

In  the  boys'  classes  the  work  consists  of  vigorous  free  body-building 
exercises,  a  small  amount  of  work  with  light  apparatus,  gymnasium 
games,  and  work  on  the  heavy  apparatus.  This  consists  of  the  long  horse, 
high  parallels,  suspended  parallels,  flying  rings,  and  mat  exercises. 

ATHLETICS. 

Under  this  head  come  basket-ball,  baseball,  football,  tennis,  and  track 
and  field  athletics. 

The  Athletic  Association,  organized  in  1905,  provided  for  the  organiza- 
tion of  sections  in  baseball,  football,  tennis,  basket-ball,  etc.  A  fine  park 
and  ample  courts  offer  rare  facilities  for  outdoor  exercises.  A  small  fee 
is  charged  by  the  association  for  athletic  privileges.  Professionalism  is 
excluded. 

Basket-ball  teams  are  organized  for  both  boys  and  girls. 

The  boys  play  their  regular  practice  games  in  the  open  gymnasium  and 


44  Western  Normal  School. 

have  contests  with  teams  representing  other  schools.  Basket-ball  is 
played  during  the  third  and  fourth  ten  weeks  of  the  school  year,  from 
about  the  middle  of  November  to  the  last  of  March. 

Baseball  begins  with  indoor  practice  about  February  1,  and  continues 
in  the  gymnasium  until  the  weather  permits  practice  on  the  field.  Play 
continues  on  the  field  during  the  spring  and  summer  terms.  The  indoor 
work  is  intended  to  put  the  players  in  good  physical  condition  for  hard 
practice  as  soon  as  they  can  go  to  the  field.  The  baseball  team  plays  with 
teams  from  other  schools. 

Tennis  is  played  during  the  spring,  summer  and  fall  terms.  Many 
students  join  this  section. 

PHYSICAL    TRAINING    FOR   TEACHERS. 

Each  senior  is  required  to  take  a  ten-weeks  course  in  the  theory  of 
physical  training.  This  consists  of  five  recitation  periods  each  week.  It 
consists  chiefly  of  lectures  by  the  physical  director  and  library  references 
for  the  class  to  read.  The  department  has  a  reserve  shelf  in  the  library 
for  books  for  this  class.  These  lectures  treat  of  the  functions  of  exercise, 
a  general  knowledge  of  anatomy,  bathing,  sleep,  rest,  fatigue,  anthro- 
pometry, systems  of  gymnastics,  dress  reform,  first  aid,  etc. 

After  finishing  the  work  in  the  chief's  training  class  each  senior  is  re- 
quired to  command  a  class  in  the  morning  calisthenic  work.  His  work  is 
under  the  direct  supervision  of  the  physical  director,  to  whom  he  is  re- 
sponsible for  the  kind  of  work  he  does.  As  a  substitute  for  this  work,  a 
senior  is  sometimes  permitted  to  assist  in  caring  for  a  class  in  heavy 
gymnastics  or  to  take  charge  and  coach  a  class  in  some  section  of  ath- 
letics. 

SPEECH  ARTS. 

ORAL  ENGLISH. 

Course  1. — Reading.  Anatomy  of  respiratory  and  vocal  organs; 
breath  control;  voice  training;  physical  exercises  for  relaxation  and  poise 
of  the  body ;  carriage  and  address ;  technique  of  reading,  how  to  appeal  to 
the  understanding  of  an  audience;  interpretation  of  classics;  sight  read- 
ing; phonics. 

Anatomy  of  respiratory  and  vocal  organs  reviewed;  breath  control;  ad- 
vanced work  in  voice;  principles  of  gesture;  application  of  these  princi- 
ples in  actual  gestures;  responsive  rhythm  exercises;  technique  of  read- 
ing; how  to  appeal  to  the  understanding  and  emotions  of  an  audience; 
interpretation   of   classics;    sight   reading. 

Course  2. — Elocution.  Breath  control;  voice  training;  principles  of 
gesture;  original  gesture  work;  rhythm  exercises;  technique  of  reading; 
how  to  appeal  to  the  understanding,  emotions  and  will  of  an  audience;  in- 
terpretation of  classics;  sight  reading;  repertoire. 

Course  3. — Public  speaking. 

AGRICULTURE. 

The  agriculture  offered  has  for  its  primary  aim  the  training  of  teach- 
ers to  teach  elementary  agriculture  in  the  public  schools,  hence  through- 
out the  courses  special  attention  will  be  given  to  simple,  helpful  experi- 


HAYS,   Kansas.  If, 

ments.    The  courses  and  work  offered  arc  planned  to  enable  the  teacher 

to  lead  the  pupils  to  a  better  understanding  and  acquaintance  with  and  a 
deeper  interest  in  the  things  of  their  everyday  lite.  To  the  individual 
taking  the  work  here  or  in  any  other  school,  be  it  rural,  high  school,  nor 
mal  or  college,  a  course  in  agriculture  offers  practical  work  of  economic 
value;  especially  does  it  lay  the  foundation  for  future  growth  and  devel- 
opment of  the  pupil.  It  offers,  too,  exceptional  advantages  for  complete 
training  of  eyes,  ears  and  hands,  as  well  as  the  judgment  and  reasoning 
powers.  This,  together  with  the  practical  interest,  the  previous  experi- 
ence of  the  pupil,  his  acquaintance  with  the  subject  matter  and  the  con- 
sequent fund  of  facts  at  his  command  upon  which  he  may  draw  for  his 
conclusions,  makes  the  cultural  value  of  this  work  second  to  none. 

The  School  has  exceptional  advantages  for  observation  of  practical 
work.  On  the  School  campus  experimental  and  illustrative  work  will  be 
carried  on.  The  Model  District  School  maintains  a  school  garden  each 
year,  the  management  of  which  is  a  fine  object  lesson.  Added  to  these  is 
the  Fort  Hays  Branch  Experiment  Station  of  the  Agricultural  College 
within  easy  walking  distance,  where  the  classes  may  be  taken  to  see  and 
study  the  solution  of  large  problems  in  farm  crops,  tillage,  animal  hus- 
bandry, horticulture,  irrigation,  construction  of  farm  buildings  and  plan- 
ning of  farm  grounds. 

Course  1. — Elementary  agriculture.  No  prerequisites.  A  brief  study 
of  the  origin  and  nature  of  soils,  principles  of  tillage  and  soil  manage- 
ment, growth  and  care  of  farm,  garden  and  orchard  crops,  and  feeding, 
housing  and  care  of  farm  animals.  This  course  must  be  brief,  but  aims 
to  be  an  introduction  to  work  in  agriculture  and  to  enable  elementary 
teachers  to  introduce  the  work  in  the  rural  schools. 

Course  2. — Soils.  The  class  will  study  the  origin,  texture,  constituents 
and  plant-foods  in  the  soil;  the  principles  of  tillage  and  soil  preparation; 
soil  preservation;  the  care  and  application  of  manures  and  fertilizers, 
with  special  attention  to  the  nitrogen  problem,  and  crop  rotation,  dry-land 
farming  and  moisture  control.  Special  attention  will  be  given  to  prepara- 
tion of  soil  and  for  tillage  of  leading  crops  of  Kansas. 

Course  3. — Farm  crops.  The  farm  crops,  both  forage  and  cereal  crops, 
raised  in  large  quantity,  will  be  studied.  Specimens  of  the  less  well  known 
will  be  examined.  The*  course  will  include  preparation  of  seed-bed,  selec- 
tion and  grading  of  seeds,  tillage,  protection  from  enemies,  harvesting, 
storing  and  marketing  of  crops.  Special  attention  will  be  given  to  the 
adaptability  and  economy  of  certain  crops. 

Course  4. — Animal  husbandry.  This  course  will  include  feeding,  hous- 
ing and  caring  for  farm  animals  and  poultry  for  purposes  of  breeding, 
for  market,  or  for  their  products.  Some  time  will  be  given  to  the  study 
of  breeds  and  stock  judging.  Adaptability  and  economy  will  be  empha- 
sized here  as  in  course  3. 

Course  5. — Horticulture.  This  course  will  give  training  in  growing 
and  caring  for  forest,  orchard,  garden  and  ornamental  trees,  shrubs  and 
plants.  Tree-growing,  planting,  pruning,  budding  and  grafting,  plant 
propagation  by  layering,  cuttings,  etc.,  treatment  and  prevention  of  plant 
enemies  and  diseases,  hotbed  and  general  garden  management,  cultivation, 
harvesting  and  marketing,  will  receive  attention  in  the  term's  work. 


46  Western  Normal  School. 

THE  MODEL  DISTRICT  SCHOOL. 

In  answer  to  numerous  inquiries  concerning  the  nature  and  scope  of 
this  branch  of  the  work,  we  herewith  present  such  information. 

Realizing  the  need  for  help  on  the  part  of  the  inexperienced  and  the 
need  for  more  and  better  preparation  for  his  work  and  for  a  better  under- 
standing of  the  problems  and  conditions  which  are  likely  to  confront  him, 
on  the  part  of  the  average  rural-school  teacher  in  general,  the  Model 
District  School  was  established  as  one  of  the  departments  of  the  regular 
teachers'  training  work. 

It  is  hoped  that  here  the  prospective  teacher  and  the  one  eager  to  ad- 
vance in  his  work  may  learn  many  things,  both  in  methods  and  manage- 
ment, which  will  be  of  value;  that  here  he  may  not  only  get  theories,  but 
may  see  some  of  those  theories  put  into  actual  operation. 

The  schoolroom  itself  is  equipped  with  charts,  globes,  maps  (both  relief 
and  political),  sand  table,  work  table,  curio  cabinet,  dictionary,  small 
library,  single  seats  of  graduated  sizes,  pictures,  etc.  All  these  desirable 
and  helpful  things  are  of  such  a  character  as  to  be  easily  within  the  finan- 
cial possibilities  of  the  average  district  school,  and  yet  they  fairly  repre- 
sent essential  elements  in  a  school  where  the  best  work  is  to  be  done. 
Such  equipment,  simple  though  it  may  be,  gives  the  observer  an  idea  of 
the  tools  which  he  must  or  may  wish  to  use  and  with  which  he  should  be 
familiar. 

The  course  of  study  is  the  state  course  prepared  for  the  use  of  the  com- 
mon schools  of  Kansas,  and  the  regular  state  textbooks,  with  such  supple- 
mental work  as  time  and  opportunity  permit,  are  used.  Any  and  all 
grades  may  be  received,  though  as  yet  all  regular  eighth-  and  ninth- 
grade  pupils  have  been  cared  for  in  the  Model  Training  School.  Con- 
siderable attention  is  given  to  some  of  the  things  frequently  neglected  in 
most  rural  schools.  Among  these  are  music — simple  and  rudimentary,  to 
be  sure;  drawing  and  color  work  in  water  colors,  crayons,  paper,  etc.; 
woodwork,  requiring  the  knife  only,  for  the  boys ;  for  the  girls,  some  sew- 
ing, employing  the  various  basting  stitches,  hemming,  backstitching,  over- 
handing,  etc.,  is  given.  Other  work  which  trains  hand,  eye  and  mind  to 
work  in  unison  is  employed  in  all  grades.  Some  of  the  occupations  are 
paper-folding,  cardboard  construction  work,  weaving,  and  paper  cutting. 
All  such  work  is  found  to  be  advantageous  in  developing  carefulness, 
neatness,  accuracy  and  attention,  as  well  as  in  creating  a  general  interest 
in  all  the  work  of  the  school.  Only  one  period  per  day  can  be  given  to 
these  various  lines,  which  are  generally  considered  as  apart  from  the 
regular  school  subjects,  yet  in  the  course  of  a  year  much  may  be  accom- 
plished. 

At  all  times  pupils  are  encouraged  to  keep  eyes,  ears  and  mind  open 
and  attuned  to  receive  the  lessons  of  beauty  and  utility  which  nature  her- 
self is  ever  ready  to  give,  and  to  understand  that  the  "beautiful  is  as  use- 
ful as  the  useful  and  that  the  useful  is  as  beautiful  as  the  beautiful."  To 
this  end,  various  observations  and  records  concerning  the  manifestations 
of  nature,  which  are  easily  ascertained  by  all,  are  made  from  time  to  time. 
To  assist  in  this  a  cabinet  is  maintained  which  contains  many  things  of 
interest  from  the  animal,  vegetable  and  mineral  kingdoms  and  from  both 
land  and  water.    Pupils  make  frequent  additions  to  the  cabinet  and  from 


Hays,  Kansas.  47 

it  articles  are  often  taken  to  enliven  some  recitation  or  to  illumine 
topic. 

Elementary  agriculture  has  a  place  on  the  program  also,  and  is  a 
favorite  subject  with  all.  A  school  garden  gives  an  opportunity  to  put 
into  practice  some  of  the  theories  and  teachings  of  the  textbook.  No  mat- 
ter what  faults  the  Squeers  methods  possess,  Squeers  was  not  far  wrong 
in  his  theory  that  pupils  should  put  the  information  gained  into  practical 
use.     The  school  garden  gives  the  opportunity  to  do  this. 

One  feature  of  the  work  of  the  School  is  the  making  and  using  of  much 
"busy-work"  material.  This  is  kept  as  simple  as  possible,  much  of  it 
being  "home-made,"  or  at  least  consisting  of  the  commonest  and  most 
cheaply  or  easily  obtainable  material,  in  order  that  it  may  be  within  the 
possibility  of  any  and  all  teachers  to  possess  or  make.  The  various  uses 
of  such  materials  are  explained  in  order  that  it  be  made  evident  that  their 
purpose  is  not  only  "to  busy"  the  little  people  who  are  not  able  or  who  are 
only  partially  able  "to  study,"  in  the  usual  acceptance  of  the  term,  but 
that  it  is  to  busy  them  to  some  purpose.  That  is,  its  object  is  to  emphasize 
and  review  some  lesson  previously  taught  or  to  prepare  the  way  for  some 
lesson  which  is  to  follow.  This  line  of  work  is  of  no  small  value  to  the 
beginning  teacher,  inasmuch  as  the  busy  child  is  usually  a  happy  and  a 
good  one,  while  the  idle  child  is  a  menace  to  the  good  of  the  school  and  to 
the  teacher's  peace  of  mind.  It  is  his  right  to  be  employed  and  the 
teacher  ought  to  be  able  to  provide  for  such  employment.  This  the  Model 
District  School  attempts  to  help  him  to  do. 

All  preparatory  and  first-year  students  at  the  Normal  are  required  to 
observe  the  work  of  the  District  School  two  hours  per  week  for  twenty 
weeks.  Once  in  two  weeks  the  teacher  in  charge  holds  a  conference  with 
the  observers,  and  discusses  means,  methods,  plans  and  devices  for  fur- 
thering the  work  and  overcoming  the  difficulties  ordinarily  found  in  the 
one-teacher  school  of  many  grades.  Pedagogical  principles,  as  exemplified 
in  the  work,  are  discussed  and  emphasized  and  the  prospective  teacher  is 
led  to  understand  that  certain  things  are  not  done  just  because  they 
happen  so,  but  because  there  is  a  good  and  sufficient  reason  for  their 
being  so. 

The  pupils  of  the  School  come  to  us  from  various  sources.  Some  are 
from  families  whose  homes  are  in  Hays;  some  from  families  who  have 
come  to  Hays  for  the  special  purpose  of  schooling  their  children;  some 
others  from  the  homes  of  tenants  on  the  "reservation,"  or  from  near-by 
rural  homes.  The  only  laws  governing  their  admission  are,  "first  come, 
first  served,"  and  no  pupils  who  have  first  entered  the  city  public  school 
are  admitted  during  that  school  year. 

Not  less  than  twenty-five  nor  more  than  thirty-five  pupils  are  desired 
at  any  one  time.  Unlike  the  other  departments  of  the  School,  all-day 
sessions  are  maintained. 

Finally,  the  playground  tries  to  present  some  features  not  commonly 
seen  on  rural-school  grounds,  but  which  might  and  should  be  oftener  seen. 
Among  these  are  a  swing,  a  merry-go-round  and  a  teeter-totter  board. 
Other  simple  articles  of  amusement  and  pleasure  are  contemplated. 

Plenty  of  healthful  and  wholesome  amusements  prevent  the  planning  of 
and  the  indulgence  in  mischief,  hence  the  presence  of  such  equipment  is 
conducive  of  good  and  worthy  of  consideration. 


Western 
State  Normal  School 


Annual  Catalogue  of  the 
Officers  and  Students. 


Ninth  Year- 1910-11. 


Vol.  Ill,  No.  I. 

Issued  Quarterly  by  the  Western  State  Normal  School. 


HAYS,  KANSAS, 
JUNE,  1911. 

Entered  March  23.  1909.  at  Hays,  Kansas,  as  second-class  matter, 
under  act  of  July  16.  1894. 


Annual  Catalogue  of  the 
Officers  and  Students 


of  the 


Western 
State  Normal  School, 

Hays,  Kansas. 


Ninth  Year- 1910-11. 


STATE  PRINTING  OFFICE, 
TOPEKA,  1911. 


5689 


BOARD  OF  REGENTS. 


Term  Expires  in  1913. 

W.  B.  HAM Stockton. 

SHEFFIELD  INGALLS  Atchison. 

GEORGE  E.  TUCKER Eureka. 

Term  Expires  in  1915. 

J.  E.  BOYER Kingman. 

H.  W.  GRASS La  Crosse. 

J.  E.  JUNKIN Sterling. 


OFFICERS  OF  THE  BOARD. 

President   -j  .  .•«.,.  .* Sheffield  Ingalls. 

Vice  President    .V.  .V  XV.'.V/f: .  .  W.  B.  Ham. 

Secretary   J.  E.  Boyer. 


SCHOOL  CALENDAR  FOR  1911  '12. 


Jun,     5,  Monday —  Opening  of  Summer  School,  First  Term. 

J un.  23,  Friday i  . 

*         «*i.    «  a_   j  ?■    County  Teachers  Examination. 

Jun.  24,  Saturday \ 

Jun.  30,  Friday »     _       ,_  _      .       ,  _ 

_    ,        , '        .       *  J-   County  Teachers  Examination. 

Jul.      1,  Saturday \ 

.    ,'    Z~'  c   ^      j   f   County  Teachers'  Examination. 

Jul.   29,  Saturday j 

Aug.     4,  Friday —  Close  of  Summer  School. 

Sep.      5,  Tuesday —  First  Meeting  of  Classes  for  Second  Term. 

Oct.    12,  Thursday —  Holiday. 

Nov.  10,  Friday —  Close  of  the  Second  Term. 

Nov.  13,  Monday —  First  Meeting  of  Classes  for  Third  Term. 

Nov.  30,  Thursday »  __ 

^            _    _  .  _  y   Thanksgiving  Vacation. 

Dec.      1,  Friday f 

Dec.  20,  Wednesday 

1912. 
Jan.     3,  Wednesday 


\ 


Jan.  26,  Friday -  Close  of  Third  Term. 

Jan.   29,  Monday —  First  Meeting  of  Classes  for  Fourth  Term. 

Feb.  22,  Thursday —  Holiday. 

Mar.  29,  Friday —  Close  of  Fourth  Term. 

Apr.     1,  Monday —   First  Meeting  of  Classes  for  Fifth  Term. 

May   26,  Sunday —  Baccalaureate  Address. 

May  29,  Wednesday,       10  a.m.—  Commencement  Exercises. 

Jun.     3,  Monday —  Opening  of  Summer  School.    First  Term.. 

Aug.    2,  Friday —  Close  of  Summer  Term. 

(3) 


THE  FACULTY. 

Names  are  printed  in  the  order  of  election. 
PRESIDENT. 

JOSEPH  H.  HILL,  A.  M.,  D.  D.  (Kansas  State  Normal  School  and 

Northwestern  University). 

PRINCIPAL. 

WILLIAM  S.  PICKEN   (Kansas  State  Normal  School). 

ASSISTANTS. 

ANNIE  KELLER  (Kansas  State  Normal  School), 

Directress  Model  School. 

ERNEST  B.  MATTHEW  (Kansas  State  Normal  School), 

Mathematics  and  Public  Speaking. 

LULU  BICE  (Western  State  Normal  School), 

Librarian. 

CHARLES  A.  SHIVELY,  A.M.    (State  Normal  School  and  University 

of  Kansas), 

Pedagogy. 

JENNIE  E.  NICKLES,  A.  B.   (University  of  Kansas), 

German. 

ANNETTE  FOSTER  (Kansas  State  Normal  School), 

Latin. 

JOHN  S.  BIRD  (Kansas  State  Normal  School), 

Science. 

JULIA  M.  STONE  (Kansas  State  Normal  School), 

Model  District  School. 

JAMES  H.  BEACH  (Kansas  State  Normal  School), 

History  and  Geography. 

CLARENCE  J.  SMITH,  A.M.  (Fairmount), 

Manual  Training. 

DORA  GRASS,  B.  S.  (Ottawa  University), 

English. 

(5) 


6  Western  Normal  School. 

LYMAN  DWIGHT  WOOSTER*  (Kansas  State  Normal  School), 

Natural  Sciences. 

S.  W.  CUNNINGHAM,  B.  S.  Agr.*  (Kansas  State  Agricultural  College), 

Agriculture  and  Physical  Training. 

ELIZABETH  J.  AGNEW,  B.  S.  (Kansas  State  Agricultural  College), 

Domestic  Economy. 

GEO.  R.  TILFORD,  A.  B.,  B.  C.  S.  (Kansas  State  Normal  School  and 
University  of  City  of  New  York), 

Commerce. 

ELSIE  MACINTOSH   (Western  State  Normal  School), 

Assistant  Librarian. 

JOSIAH  MAIN,  B.  S.  Agr.,  A.  M.  in  Education  (Illinois  State 
University), 

Agriculture  and  Biology. 

CLAUDE  F.  BICE  (Western  State  Normal  School), 

Physical  Training. 

EDA  MAC  ARTHURf  (Stout  Institute), 

Domestic  Art. 


A.  H.  KERNS,  Office  Assistant. 
C.  D.  FRANKENBERGER,  Janitor. 


*  Resigned  at  close  of  summer   term,  1910. 
f  Spring  term,  1911,  only. 


REGISTER  OF  STUDENTS. 


GRADUATES. 

LIFE-CERTIFICATE   COURSE. 

McCall,  Charlotte  A., 

Hargrave. 

Moore,  Grover  C., 

Wayne. 

Pearce,  Henry  E., 

Portis. 

Sites,  Blaine  E., 

Hays. 

Solomon,  Ida  Belle, 

Hays. 


Brown,  Evalina, 

Hays. 

Brown,  Henry  J., 

Alton. 

Kent,  Mary  Magdalena, 

Believille. 

Knoche,  Fredella, 

Hays. 

Leahy,  Elizabeth  H., 

Hays. 

Lund,  Alice  H., 

Hackberry. 

Candidate  for  Graduation  in  August 
Ryan,  Mary  A., 

Hays. 


POST-GRADUATES. 


Bennett,  Clifford  H., 

Elkader. 

Bice,  Aurilla  Ellen, 

Plainville. 

Cave,  Margaret  Upton, 

Hays. 

Christiansen,  Louis, 

Smoky  Hill. 

Farber,  Ora  B., 

Hoxie. 

Freeland,  Edith, 

Hays. 

Haas,  Adam  D., 

McCracken. 

Hanna,  E.  Gertrude, 

Hackberry. 


Havemann,  Alfred, 

Hays. 

Kline,  Elizabeth, 

Gradan. 

Picken,  Chat  A., 

Hays. 

Picken,  Lucy  Lillian, 

Hays. 

Turner,  Herschel  Roy, 

Hoxie. 

Virmond,  Mary  Elizabeth, 

Hays. 

Westbrook,  Olive  Ida, 

Hays. 


SECOND-YEAR  COLLEGE. 


Bice,  Mary  Elva  (Mrs.  Sullivan) 

Plainville. 

Ivan,  Barbara  K., 

Collyer. 

Kraus,  Emma  Elizabeth, 

Hays. 

McGlasson,  Ernest  F., 

Hoxie. 


Meyer,  Henrietta  D., 

Hays. 

Rowlison,  Mabel  A., 

Hays. 

Sutton,  Arthur  T., 

Hoxie. 


(7) 


Western  Normal  School. 


FIRST-YEAR  COLLEGE. 


Almond,  Florence  Emma, 

South  Haven. 

Bailey,  Lilly  May, 

Geneseo. 

Bice,  Vernon  Leslie, 

Plainville. 

Bjork,  Edna  Moeva, 

Levant. 

Boyd,  Leita  M., 

Logan. 

Brumitt,  Hannah  Ellen, 

Hays. 

Buehler,  Rose, 

Dorrance. 

Bullock,  Carrie  Lucile, 

Hays. 

Campbell,  Marjory  Kerr, 

Salina. 

Cave,  LoRee, 

Hays. 

Coover,  Grace  LaVerne, 

Wilson. 

Davis,  Edwin, 

Studley. 

Dawson,  Circea   Ellen, 

Topeka. 

Dyer,  Mae, 

Hays. 

Frankenberger,  Charles  Donald, 

Hays. 

Frantz,  Minnie  Angeline, 

Wilson. 

Frogge,  Mary  Inez, 

Ellis. 

Hall,  Charles  Elmer, 

Ellis. 

Hopper,  Brownlow, 

Hays. 

Hoxie,  Ella  C, 

Hays. 

Johansen,  James  Walter, 

Codell. 


Klemm,  Daniel  Frederick, 

Carneiro. 

McCarthy,  Mary, 

Hays. 

McVey,  Marguerite, 

Hill  City. 

McVey,  Ruth  Faye, 

Hill  City. 

Moore,  Lily  Ida, 

Hays. 

Morgan,  Clinton  Hawthorne, 

Hays. 

Morgan,  Gae  Evelyn, 

Hays. 

Morgan,  Prudence  Martha, 

Hays. 

Morton,  Alice, 

Ellsworth. 

Oshant,  Henrietta  R., 

Hays. 

Parker,  Robert  L, 

Lincoln. 

Pierce,  Ethel  Helena, 

Hays. 

Porter,  Daisy, 

vVilson. 

Potter,  Earl  Harrison, 

Ellis. 

Prout,  Margaret  Mary, 

Topeka. 

Rice,  Lena  Maude, 

Wilson. 

Ross,  Georgia  Mae, 

Ellis. 

Shively,  Esther, 

Nelson,   Neb. 

Smith,  Hallie  Bordeaux, 

Gill. 

Troth,   Elizabeth   May, 

Hays. 

Wiest,  Helen  Elizabeth, 

York,  Pa. 


FOURTH-YEAR  SECONDARY. 


Behan,  Ellen  Terry, 

Ellis. 

Bieker,  Aloysius, 

Schoenchen. 

Bolt,  Willie, 

Lucas. 

Cox,  George  Henry, 

Hays. 

Gill,  May  F., 

Gill. 

Hedden,  Miranda, 

Scott  City. 

Herrman,  Henry  F., 

Liebenthal. 

Hughes,  Pearl  Elizabeth, 

Englewood. 


Kerns,  Albert  Harrison, 

Hays. 

King,  Clarence  George, 

Studley. 

Lahman,  Orren, 

Winona. 

Monroe,  Nettie, 

Beeler. 

Morton,  Mollie, 

Ellsworth. 

Peppiatt,  Florence  Nell, 

Ellsworth. 

Reed,  Albert  Harold, 

Hays. 

Robinson,  Bertha  Isabelle, 

Hays. 


Hays.  Kansas. 


9 


Rowlison,  Ethel  Aletha, 

Hays. 

Sigman,  Cora, 

Colby. 

Smith,  Elsie  Nettie, 

Gill. 

Stover,  Anna  Elizabeth, 

Winona. 


Ten-ill,  Robert  Iv, 

U  in ir      W*tt$,     Colo. 

Unrein,  Anthony, 
Wiesner,  Jacob  M., 

Ellis 


THIRD-YEAR  SECONDARY. 


Ball,  Merna  Grace, 

Gorham. 

Baumer,  Luella  Iona, 

Hays. 

Beeby,  Alice  Maybelle, 

Hill  City. 

Beeby,  Charles  Alfred, 

Hill  City. 

Beezley,  Bessie  Elvin, 

Penokee. 

Bice,  Leo, 

Plainville. 

Botts,  Anna, 

Hill  City. 

Callahan,  Mary  Loretta, 

Hill  City. 

Chandler,  Cordie  Maria, 

Powhattan. 

Crissman,  Annie  E., 

Hays. 

Crissman,  E.  Grace, 

Hays. 

Dobson,  Jessie  Leone, 

Sharon  Springs. 

Farrell,  Kate  Teresa, 

Palco. 

Feitz,  Hattie  Ellinora, 

Hays. 

Garner,  Iona  Bell, 

Scott  City. 

Gatewood,  Eva, 

Hays. 

Hargitt,  Flora, 

Hackberry. 

Hastings,  Lena  Ree, 

McCracken. 

Hilborn,  Daisy  Dean, 

St.  Francis. 

Hoagland,  Frank  Bice, 

Codell. 

Hockenbarger,  Rose, 

Lamed. 

Hoskins,  Laura  Belle, 

Codell. 


Huck,  Lydia  Lillie, 

Ellis. 

Husband,  Jessie, 

Speed. 

Jantzen,  Leona  May, 

Faii-port. 

Jensen,  Bertha  Mae, 

Mingo. 

Lang,  Anthony  J., 

Victoria. 

Leighton,  David  H., 

Catalpa. 

Maben,  Walter  Luther, 

Quinter. 

McLain,  Alice  Laura, 

Hays. 

Mills,  Rosa  Leona, 

Ellis. 

Morgan,  Iva  Margaret, 

Hays. 

Nielsen,  Harry  Martin, 

Fairport. 

Paul,  Vera  Leo, 

Hays. 

Peppiatt,  Minnie  Fern, 

Ellsworth. 

Reed,  Clark, 

Hays. 

Runyon,  Walter  Alpha, 

Hays. 

Schmidt,  Stephen, 

Liebenthal. 

Sherman,  Ethel  May, 

Wa  Keeney. 

Spencer,  Nellie  Gertrude, 

Penokee. 

Sturm,  Jacob  Edward, 

St.  Francis. 

Whisnant,  Albert  F., 

St.  Francis. 

Wilson,  Charles  Dudley, 

Palco. 

Winchester,  James  Albert, 

Hays. 


10 


Western  Normal  School. 


jfMflfc 

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Hays,  Kansas. 


U 


SECOND-YEAR  SECONDARY. 


Aikin,  Edna. 

Natoin.-i 

Applegate,  Chas., 

Norcatur. 

Arnold,  Rebecca  Eldora, 

Hays. 

Baird,  Annabel, 

Morland. 

Barnes,  Cora  Myrtle, 

Agra. 

Bates,  Harriet, 

Prairie  View. 

Bates,  John  M., 

Prairie  View. 

Beleke,   Elizabeth   Anna, 

Hays. 

Beougher,  Hattie  Mae, 

Grinnell. 

Bodmer,  Emma  Rose, 

Dorrance. 

Bowen,  Mary  Agnes, 

Speed. 

Brown,  Bertha  Ellen, 
Russell. 

Brown,  Edna  Myrtle, 

Weskan. 

Brull,  Tom, 

Hays. 

Burtscher,  Albert  William, 

Hays. 

Cave,  Jean, 

Hays. 

Chamberlain,  Eva  Maude, 

Beverly. 

Coleman,  Teresa, 

Hays. 

Condon,  Winifred, 

Geneseo. 

Connelly,  Blanche  Ann, 

Ellis. 

Connor,  May  T., 

Boyd. 

Covert,  Mabel  Blanch, 

Gretna. 

Cross,  Lillian  May, 

Ellis. 

Dague,  Mollie, 

Wilson. 

Dague,  Viola, 

Wilson. 

Dazey,  Mary, 

Wa  Keeney. 

Duttlinger,  Amelia, 

Monument. 

Fehrenbach,  Ida, 

Ness  City. 

Foulke,  Ruby, 

Russell  Springs. 

Gatewood,  Jesse  Clarence, 

Hays. 


Giess,  Ella  May. 

Arnold. 

Gingles.  Blanche  Winifred, 

Glade. 

Gingles,  Hattie  Mae, 
Glade 

Grammon,  Leonora  Matilda, 

Lucas. 

Gregory,  Olive  Leota, 

Alton. 

Healey,  Laura  Blanche, 

Wallace. 

Hoagland,  Elta  Ruth, 

Codell. 

Hoagland,  Grace  Muriel, 
Codell. 

Hoffman,  Jack, 

Hays. 

Holaday,  Ella, 

Grinnell. 

Holstein,  Lillie  May, 

Densmore. 

Husband,  Rosa  May, 

Speed. 

Ivie,  Grace  Ostin, 

Luray. 

Jacobs,  John, 

Pfeifer. 

Jantzen,  Phoebe  Elizabeth, 

Idalia,  Colo. 

Jensen,  Minnie, 

Oakley. 

Johnson,  Sullivan  W., 

Stratton,  Neb. 

Joy,  Lizzie, 

Quinter. 

Kellogg,  Ethel, 

Colby. 

Larison,  Mrs.  Grace  D., 

McDonald. 

Lord,  Neta  May, 

Lucas. 

Lund,  Henry  Hyrum, 

Hackberry. 

Maben,  Vira, 

Quinter. 

McDill,  Elizabeth, 

Norton. 

McKim,  Maggie  May, 

Lenora. 

Magill,  Olive  Ada, 

Lucas. 

Marts,  Katie, 

Havensville. 

Miles,  Erne  May, 

Walker. 

Moore,  Delia  Pearl, 

Hays. 

Morgan,  Maggie  Belle, 

Agra. 


12 


Western  Normal  School. 


Mullen,  Julia, 

Hays. 

Murphy,  Elmer  Lane, 

McCracken. 

Nickles,  Florence  Isabel, 

Hays. 

Noll,  Karl, 

Ransom. 

Oakes,  Leslie  Carlylse, 

Grainfield. 

Ogborn,  Chester  W., 

Hays. 

Pepper,  Frances  Elizabeth, 

Utica. 

Peppiatt,  Ethel  Delila, 

Ellsworth. 

Pestana,  Helen  Cynthia,. 

Hays. 

Peters,  Mrs.  Elsie  May, 

Beloit. 

Peterson,  Emma, 

Hill  City. 

Raines,  Edna  Lillian, 

Winona. 

Rea,  Hazel  Ethel, 

Hays. 

Reed,  Ralph, 

Hays. 

Richmond,  Alfred  B., 

Lucas. 

Riedel,  Joanna, 

Tipton. 

Rishel,  Ina  Gladys, 

Monument. 


Sander,  Nellie  Helena, 

Stockton. 

Smith,  Mark  E., 

Carneiro. 

Spencer,  Elsie  Ceola, 

Penokee. 

Staggers,  Annie  Ethel, 

Natoma. 

Stock,  Earl  Edwin, 

Hays. 

Stock,  Harry  M., 

Hays. 

Stock,  Milo  Guy, 

Hays. 

Sturm,  Lawrence  Charles, 

St.  Francis. 

Sutley,  Albert  D., 

Glade. 

Varney,  Katherine, 

La  Crosse. 

Wagner,  Katherine  Bertha, 

Hays. 

Wagner,  Margaret, 

Hays. 

Weimer,  Claude  Oscar, 

Wallace. 

Whisnant,  Carrol  James. 

St.  Francis. 

Williams,  Nina, 

Beloit. 

Young,  Frank, 

Salina. 


FIRST-YEAR  SECONDARY. 


Albertson,  Fred, 

Hill  City. 

Anderson,  Mary, 

Morland. 

Anderson,  Susie, 

Bunkerhill. 

Arens,  Anna, 

Hoxie. 

Auston,  Margaret  Lois, 

McCracken. 

Baird,  Gertrude  Harriet, 

Gradan. 

Baird,  Margaret  May, 

Morland. 

Baird,  Nellie   Hubbard, 

Gradan. 

Baird,  Robert  Hubbard, 

Morland. 

Ball,  Bessie, 

Morland. 

Ball,  Eugene, 

Gorham. 

Barnes,  Floss  Leora, 

Agra. 


Beeby,  Albert  Edwin, 

Hill  City. 

Beezley,  Idona  M., 

Penokee. 

Beezley,  Leslie, 

Lenora. 

Beougher,  Edna  Mae, 

Orion. 

Betts,  Alma  Mae, 

Logan. 

Betts,  Vera  Evalena, 

Logan. 

Born,  Folson, 

Penokee. 

Born,  Mabel  Lenora, 

Penokee. 

Bradshaw,  Elva  Aurene, 

Waldo. 

Brasted,  May  F., 

Logan. 

Breon,  Jessie  F., 

Portis. 

Bullock,  Sadie, 

Hays. 


Hays,  Kansas. 


13 


Burkhead,  Lealand  Curtis, 
Catalpa. 

Burrell,  Florence  Sarah, 
(Jtioa. 

Burrell,  Ola  Jane, 
Utlca. 

Callahan,  James  Phillip, 

Bogue. 

Carl,  Anngel  Agnes, 

Cawker  City. 

Carver,  Melveda, 

Gradan. 

Costner,  John  Franklin, 

Hays. 

Cox,  Arthur, 

Gretna. 

Cox,  Effie  Mae, 

Gretna. 

Cox,  Harry, 

Gretna. 

Crane,  Pearl  Lorena, 

Hutchinson. 

Crowder,  Mattie  Mae, 

Lenora. 

Curry,  May, 

Wa  Keeney. 

Davis,  George, 

Studley. 

Degenhardt,  Jacob, 

Pfeifer. 

Dengate,  Leona, 

Lucas. 

Dickson,  Ruth  Ann, 

Grainfield. 

Dorney,  Gertrude, 

Hays. 

Dreiling,  Alex.  J., 

Catherine. 

Edwards,  Minnie  Belle, 

Luray. 

Engel,  Carl  Anton, 

Munjor. 

English,  LaVera, 

Palco. 

Fehrenbach,  Ottilia  L, 

Ness  City. 

Fink,  Edwin  Eugene, 

Fairport. 

Fink,  George  Harrison, 

Ellis. 

Froelich,  Clara  Lillian, 

Walker. 

Fulcher,  Mary  Holiday, 

Zurich. 

Futhmyer,  Emma  M., 

Gorham. 

Goebel,  Anna  Matilda, 

Jetmore. 

Grass,  Elsie  Mae, 

Hays. 

Hanna,  Jessie  B.', 

St.  Peter. 


Hargitt,  Eva  Jane, 

Il.-icU.ri  i  | 

Hargitt,  Mary, 

Back  b( 
Harlan,  Wenona  Sibyl, 

Winona. 

Healey,  Leona  Evangeline, 

Wallace. 

Hedden,  Nelle, 

Scott  City. 

Hilborn,  Elnora  Elizabeth, 

St.  Francis. 

Hill,  Maude  Arlyne, 

Wilson. 

Hite,  Jessie  Elizabeth, 

Gradan. 

Hollenbeck,  Ida  Merle, 

Hays. 

Hopkins,  Louise  M., 

Hays. 

Howie,  Hazel, 

Hays. 

Hubenett,  Sarah  Mathilda, 

Little  River. 

Hulse,  Hoydus  Ray, 

Stockton. 

Humphries,  Mabel, 

Lucas. 

Hyskell,  Ivah  Dell, 

Oakley. 

Ikenberry,  Gilford  J., 

Quinter. 

Jackson,  Herbert  Wesley, 

Morland. 

Jepson,  Anna  Elizabeth, 

Hoxie. 

Jepson,  Cora  E., 

Hoxie. 

Johansen,  Lottie  Elvira, 

Codell. 

Johnson,  Ernest  Warner, 

Dresden. 

Kirkman,  Beatrice  Dow, 

Hays. 

Koster,  Anna  M., 

Hoxie. 

Kunkle,  Roxie  Elmeda, 

Wilson. 

Kysar,  Velma  M., 

Wiles. 

Lacey,  Mabel  Anna, 

Gorham. 

Lacey,  Ruth  Dorothy, 

Gorham. 

Lindholm,  Alma  Mathilda, 

Speed. 

Lindholm,  Hilma, 

Speed. 

Luther,  Arthur  Wesley, 

Wallace. 

Lynch,  Kathryn, 

Logan. 


14 


Western  Normal  School. 


McKim,  Ivan  John, 

Lenora. 

Mann,  Beulah  Ann, 

Hays. 

Mann,  Eldora, 

Hays. 

Mann,  Marietta, 

Hays. 

Markey,  May, 

Hays. 

Marts,  Effie  Evelyn, 

Havensville. 

Meyer,  Francis, 

Hays. 

Miller,  Marie  Bennedicta, 

Hyacinth. 

Mock,  Thomas  Milton, 

Plainville. 

Morgan,  Floy, 

Agra. 

Morgan,  Ray, 

Agra. 

Muir,  Jessie  Alberta, 

Stockton. 

Munson,  Roy, 

Hays. 

Murdy,  Florence, 

Boyd. 

Nation,  Med  A., 

Brewster. 

Nead,  Viola  Margaret, 

Hill  City. 

Nesbitt,  Martha, 

Morland. 

Noland,  S.  Gladys, 

Penokee. 

Ochs,  Ida, 

Russell. 

Orth,  Sarah  Mary, 

Hays. 

Ottken,  Adelia  Amelia, 

Campus. 

Ottken,  Walter  Dietrick, 

Campus. 

Peterson,  Martin  Nathaniel, 

Page. 

Phillips,  Marvel  Grace, 

Logan. 

Poland  Lester  Leslie, 

Ludell. 

Pratt,  Bernice  Zenobia, 

Hays. 

Preston,  Hazel, 

Coffeyville. 

Prosch,  Nellie  F., 

Nekoma. 


Rector,  James  Anderson, 

Grinnell. 

Reemsnyder,  Esther  A., 

Hays. 

Richmond,  Lizzie  May, 

Lucas. 

Rippey,  Jennie  Ruth, 

Ellis. 

Roach,  Blanche  Mae, 

Utica. 

Rowe,  Isador  L., 

Fairport. 

Scott,  Mildred  Blanch, 

Studley. 

Seltzer,  Edith  Belle, 

Morland. 

Showalter,  John  Colby, 

Colby. 

Simpson,  Clarence  Edwin, 

Codell. 

Spencer,  Ira  Hugh, 

Penokee. 

Steed,  Alice  Mae, 

Densmore. 

Steed,  Harvey  Arthur, 

Densmore. 

Steele,  Mae, 

Jennings. 

Stevens,  Mrs.  Maud  Luther, 

Wallace. 

Swaller,  Robbins, 

Hays. 

TenEyck,  Lloyd  Ellis, 

Hays. 

Tobin,  Frances  Luella, 

Wilson. 

Todd,  Ethel, 

■Wilson. 

Urban,  Adam  J., 

Bison. 

Walden,  Ralph  Myorl, 

Hoxie. 

Wann,  Wilfred  Curtis, 

Hays. 

Waudby,  Hattie  Emma, 

Gorham. 

Webster,  Bertha  Jane, 

Speed. 

Webster,  Kate  S., 

Speed. 

Westbrook,  James  Richard, 

Hays. 

Whisnant,  Edgar  William, 

St.  Francis. 

Witt,  Bertha  Helen, 

Walker. 


Hays,  Kansas. 


L5 


MODEL SCHOOL 


Barnes,  Lura  Marie 

Beleke,  Alma  Elfrieda, 
Bays. 

Bissing,  Charles  C, 

Hays. 

Clay,  Harry  Ward, 

Hays. 

Coleman,  Catherine  M., 

Hays. 

Dechant,  Peter, 

Antonino. 

Denning,  Anna  Augusta, 

Victoria. 

Domme,  Jacob  G., 

Pfeifer. 

Feitz,  Anna  Matilda, 

Hays. 

Felten,  Lucille, 

Hays. 

Fields,  Ernestine, 

Hays. 

Froelich,  Edward  Frank, 

Walker. 

Froelich,  Gertrude  Rosella, 

Walker. 

Froelich,  Ida  May, 

Walker. 

Graham,  Henry  Fred, 

Wa  Keeney. 

Griffith,  Howard, 

Hays. 

Gross,  Lawrence, 

Hays. 

Middlekauff,  Doris  Margaret, 

Hays. 


Middlekauff,  Jack  Kenneth, 

ii 

Miller,  George  Richard, 

I  I  | :  i  J 

Munson,  Teresa  Julia, 

I  I   i  ■ 

Nulton,  Edna  Elva, 

I  I  | ;  i  j 

Oldham,  Lawrence, 

1 1 1 1  \ 

!  Pratt,  George  Ray, 

Hays. 

Pratt,  William  Earl, 

Hays. 

Reeder,  Charles, 

Hays. 

Reemsnyder,  Fern, 

Hays. 

Richardson,  Lyle  Rex, 

Hays. 

Ruder,  Peter  John, 

Hays. 

Shutts,  James  Edwin, 

Hays. 

TenEyck,  Irene  Blanch, 

Hays. 

Truan,  Myrtle, 

Hays. 

Tuttle,  Herbert  P., 

Hackberry. 

Waggoner,  Arthur  C, 

Hays. 

Ward,  RalDh  Holmes, 

Hays. 


MODEL  RURAL  SCHOOL. 


Alexander,  Margaret, 

Hays. 

Beach,  Helen, 

Hays. 

Beach,  Martha, 

Hays. 

Bissing,  Margaret, 

Hays. 

Bear,  Madeline, 

Hays. 

Brown,  Edna, 

Hays. 

Cave,  Reese, 

Hays. 

Cowan,  Adelbert, 

Hays. 

Craig,  Alice, 

Hays. 

Foughty,  Clarence, 

Hays. 

Foughty,  Lloyd, 

Hays. 


Goetz,  Michael, 

Hays. 

Grass,  Edgar, 

Hays. 

Grass,  Warren, 

Hays. 

Haddock,  Celia, 

Hays. 

Haddock,  Earl, 

Hays. 

Haddock,  Marguerite,. 

Hays. 

Haddock,  Teressa, 

Hays. 

Hale,  May, 

Hays. 

Hale,  Otto, 

Hays. 

Hale,  Selman, 

Hays. 

Henry,  Albert, 

Hays. 


16 


Western  Normal  School. 


Henry,  Cecil, 

Hays. 

Henry,  Ruthie, 

Hays. 

Husband,  Raymond, 

Hays. 

Lester,  Lucile, 

Hays. 

Lester,  Myron, 

Hays. 

Longley,  Glen, 

Hays. 

Longley,  Merl, 

Hays. 

Main,  Norman, 

Hays. 

Nolan,  James, 

Hays. 

Reidel,  Lizzie, 

St.  Peter. 

Richardson,  Ermal, 

Hays. 

Runyon,  Olive, 

Hays. 

Runyon,  Willard. 

Hays. 

Shutts,  Helen, 

Hays. 

Shutts,  William, 

Hays. 


Stock,  Leo, 

Hays. 

TenEyck,  Paul, 

Hays. 

TenEyck,  Ruth, 

Hays. 

Thomas,  Ruby, 

Hays. 

Troth,  Flora, 

Hays. 

Wagner,  Carrie, 

Hays. 

Wagner,  Jennie, 

Hays. 

Wann,  Gilmore, 

Hays. 

Wedel,  Clarence, 

Hays. 

Wedel,  Harold, 

Hays. 

Wedel,  Joseph, 

Hays. 

Wise,  Arbutis, 

Hays. 

Wood,  Birdie, 

Hays. 

Wood,  Eva, 

Hays. 


Hays,  Kansas. 


17 


ENROLLMENT  SUMMARY. 

( ;  raduates    12 

Post-graduates    15 

Second-year  College    7 

First-year  College  42 

Fourth-year   Secondary    23 

Third-year   Secondary    44 

Second-year   Secondary    93 

First-year  Secondary   142 

Model  School 35 

Model  Rural   School 51 

Total 464 


COUNTIES  REPRESENTED. 
Thirty-seven  Kansas  counties  were  represented  during  the  past  year: 


Barton     

2 

1 

Montgomery    

1 

7 

Scott    

Shawnee 

...        3 
2 

7 

1 

Norton    

Osborne    

Pawnee   

Phillips    

Rawlins     

Reno    

Republic    

Rice    

Rooks    

Rush    

Russell    

Salifte 

4 

10 

1 

.....      19 

3 

1 

2 

2 

20 

10 

18 

2 

...      14 

Smith    

Sumner   

Thomas   

Trego     

1 

Ellis   

Ellsworth    

Gove     

202 

17 

20 

47 

1 

8 
6 

7 

Hodgeman    

1 

2 

Out  of  the  state: 

Colorado    

Nebraska    

Pennsylvania  . .  . 

Total    

2 

2 

1 

Lincoln    

Logan    

Meade    

^Mitchell     

2 

10 

1 

3 

1 
...    464 

-2 


18 


Western  Normal  School. 


Hays,  Kansas. 


L9 


BOYS'  BASKET-BALL  TEAM. 


A  GIRLS'  BASKET-BALL  GROUP. 


20  Western  Normal  School. 


POSITIONS  AS  TEACHERS. 


The  experience  of  the  past  few  years  has  taught 
us  that,  with  the  increased  demand  for  trained 
teachers,  school  boards  and  school  principals  are 
turning  more  and  more  to  the  Normal  School  with 
their  inquiries  for  efficient  teachers.  At  no  time 
during  the  past  year  have  there  been  available 
candidates  with  the  necessary  qualifications  to 
meet  all  of  the  demands,  and  we  have  been  able 
to  place  advantageously  not  only  our  graduates, 
but  many  experienced  undergraduate  teachers. 
The  authorities  of  the  School  are  glad  to  cooperate 
ivith  school  officers  and  to  aid  in  the  discrimi- 
nating selection  of  good  teachers  for  the  schools. 
Correspondence,  therefore,  on  this  subject  is  wel- 
come. Students,  also,  may  be  assured  of  our  de- 
sire to  render  them  courteous  and  intelligent 
service  in  finding  positions.  The  enlargement  of 
opportunity  that  comes  to  the  growing  teacher 
by  attendance  upon  the  Western  State  Normal 
School  is  by  no  means  a  small  element  of  its  value 
to  the  student. 


W^mMmmMMmwmmmimmwm 


Hays.  KANSAS.  '21 


ENTRANCE  REQUIREMENTS  AND  COURSF.S 
OF  STUDY. 


On  the  following  pages  will  be  found  the  standard  course  of 
study  for  this  School,  with  suggested  courses  using  various 
electives.  Each  six-year  course  can  be  considered  as  a  four- 
year  course  followed  by  a  two-year  course.  The  four-year 
course  is  the  Normal  Secondary  Course. 

To  this  course  are  admitted  without  examination  any  young 
people  holding  county  diplomas  or  presenting  credentials  indi- 
cating the  completion  of  eighth-grade  work.  This  course  in- 
cludes sixteen  units,  of  which  three  are  elective  to  all  students 
except  those  who  are  candidates  for  the  one-year  state  cer- 
tificate. 

Advanced-certificate  students  will  be  granted  credits  or  en- 
tered in  classes  doing  more  work  in  less  time  than  students 
with  but  eighth-grade  qualifications,  in  order  to  enable  the  com- 
pletion of  the  four  years'  work  in  three  or  even  two  years. 

Graduates  of  accredited  high  schools  doing  four  years'  work 
and  presenting  sixteen  units  of  credit  will  be  so  credited  upon 
the  books  of  the  institution  as  to  accomplish  the  entire  six- 
year  course  in  two  years. 

The  last  two  years  of  the  six-year  course  may  be  termed 
the  Advanced  Normal  Course. 

It  will  be  noted  that  the  standard  course  of  the  following 
outlines  has  electives  in  last  two  years  of  course.  In  other 
schedules  electives  are  placed  wherever  most  convenient. 

A  unit  as  discussed  above  is  the  work  of  a  single  subject  for 
four  terms,  or  the  usual  school  year. 


22 


Western  Normal  School. 


COURSES. 

STANDARD  COURSE. 


FIRST   YEAR. 

English     4  terms. 

Algebra    4  terms. 

Botany    2  terms. 

Agriculture   2  terms. 

Penmanship     2  terms. 

Bookkeeping    2  terms. 

*  English,  supplementary,  4  terms. 

SECOND  YEAR. 

English     4  terms. 

Geometry   4  terms. 

General  history .  4  terms. 

Drawing 2  terms. 

Reading    2  terms. 

*  Library  science,  supp. .  .  4  terms. 

THIRD   YEAR. 

American  history 4  terms. 

English     2  terms. 

Arithmetic  2  terms. 

Geography 2  terms. 

Physiology 2  terms. 

Music    2  terms. 

Drawing 2  terms. 

t  Rural  school  managem't,  2  terms. 


FOURTH   YEAR. 

Physics 4  terms. 

English 2  terms. 

Civics    2  terms. 

Psychology    2  terms. 

Elocution   2  terms. 

Physiography    2  terms. 

Arithmetic 2  terms. 

FIFTH   YEAR. 

Teaching    2  terms. 

Methods   1  term. 

Public  speaking   2  terms. 

American  history 2  terms. 

Physical  training 1  term. 

Elective    8  terms. 

SIXTH  YEAR. 

Teaching    2  terms. 

Psychology    2  terms. 

Hist,  education 2  terms. 

Zoology 2  terms. 

Elective    8  terms. 

At  end  of  four  years  as  above  the  one- 
year  state  certificate  is  granted ;  at  end  of 
five  years  the  three-year  state  certificate  is 
granted ;  at  end  of  six  years  the  life  di- 
ploma is  issued. 


*  Required  of  all  students ;  not  formally  listed  for  credit. 

f  Required    of   all   students ;    includes    two    hours    weekly    visitation    of    model    district 
school ;  not  formally  listed  for  credit. 


COURSE  IN  LATIN. 


FIRST  YEAR. 

English     4  terms. 

Algebra    4  terms. 

Botany    4  terms. 

Latin     4  terms. 

SECOND   YEAR. 

English     4  terms. 

Geometry   4  terms. 

General  history 4  terms. 

Latin     4  terms. 


THIRD   YEAR. 


American  history 4  terms. 

English     4  terms. 

Physiology 4  terms. 

Latin     4  terms. 

FOURTH   YEAR. 

Physics 4  terms. 

Agriculture   2  terms. 

Civics    2  terms. 

Algebra    2  terms. 

Psychology    2  terms. 

Latin    4  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
year    the   life   certificate   shall   be   awarded. 


HAYS,  Kansas. 


28 


COURSE  WITH  GERMAN. 


FIRST    YEAR. 

English 4  terms. 

Algebra 4  terms. 

Botany   4  terms. 

German    4  terms. 

SECOND   YEAR. 

English  4  terms. 

Geometry   4  terms. 

General  history 4  terms. 

German    4  terms. 


THIRD    \EAll. 

American  history 1  terms. 

English   4  terms. 

Physiology 4  terms. 

German    4  terms. 

FOURTH    YEAR. 

Physics 4  terms. 

Agriculture   2  terms. 

Civics    .'.  2  terms. 

Algebra    2  terms. 

Psychology    2  terms. 

German    4  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
year   the   life  certificate   shall   be   awarded. 


COURSE  WITH  COMMERCIAL  SUBJECTS. 


FIRST   YEAR. 

English 4  terms. 

Algebra 4  terms. 

Botany   2  terms. 

Agriculture   2  terms. 

Penmanship 2  terms. 

Bookkeeping    2  terms. 

SECOND  YEAR. 

Geometry  4  terms. 

English  4  terms. 

American  history 4  terms. 

Arithmetic 2  terms. 

Typewriting    2  terms. 


THIRD   YEAR. 

American  history 4  terms. 

English    2  terms. 

Reading    2  terms. 

Physiology 2  terms. 

Arithmetic 2  terms. 

Stenography    4  terms. 

FOURTH   YEAR. 

Physics 4  terms. 

English    2  terms. 

Civics 2  terms. 

Geography 2  terms. 

Drawing 2  terms. 

Commercial  geography  . .   2  terms. 
Commercial  arithmetic  . .   2  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued ;  at  the  end  of  the  sixth 
year    the   life  certificate   shall   be   awarded. 


24 


Western  Normal  School. 


COURSE  WITH  SCIENCES. 


FIRST   YEAR. 

English   4  terms. 

Algebra 4  terms. 

Botany   2  terms. 

Agriculture   2  terms. 

Penmanship 2  terms. 

Bookkeeping    2  terms. 

SECOND   YEAR. 

English  . .  t 4  terms. 

Geometry   4  terms. 

General  history 4  terms. 

Biology 2  terms. 

Agriculture   2  terms. 


THIRD   YEAR. 

American  history 4  terms. 

English 2  terms. 

Arithmetic   2  terms. 

Reading    2  terms. 

Physiology 2  terms. 

Agricultural  botany 2  terms. 

Nature  study 2  terms. 

FOURTH    YEAR. 

Physics 4  terms. 

English     2  terms. 

Civics    2  terms. 

Chemistry    2  terms. 

Geology    2  terms. 

Drawing 2  terms. 

Geography 2  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued ;  at  the  end  of  the  sixth 
year    the   life   certificate   shall   be   awarded. 


COURSE  WITH  MANUAL  ARTS. 


FIRST   YEAR. 

English   4  terms. 

Algebra 4  terms. 

Botany    2  terms. 

Agriculture    2  terms. 

Penmanship 2  terms. 

Bookkeeping    2  terms. 

SECOND   YEAR. 

English 4  terms. 

Geometry   "  4  terms. 

General  history    4  terms. 

Manual  training 4  terms. 


THIRD   YEAR. 

American  history 4  terms. 

English     2  terms. 

Arithmetic   2  terms. 

Reading    2  terms. 

Physiology 2  terms. 

Manual  training 4  terms. 

FOURTH   YEAR. 

Physics 4  terms. 

English     2  terms. 

Civics    2  terms. 

Drawing 2  terms. 

Geography 2  terms. 

Household  art 4  terms. 

Note. — The  work  of  the  fifth  and  sixth 
years  to  be  so  arranged  that  at  the  end  of 
the  fifth  year  the  three-year  state  certifi- 
cate shall  be  issued  ;  at  the  end  of  the  sixth 
year    the   life   certificate   shall   be   awarded. 


The  five  immediately  foregoing  courses  illustrate  standard  course  with 
elective  work  thrown  in  earlier  than  the  fifth  and  sixth  years.  Quite  a 
range  of  other  electives  not  listed  here  make  it  possible  to  take  a  number 
of  additional  schedules. 


Hays,  Kansas.  zr> 


MISCELLANEOUS. 


DISCIPLINE. 

Many  of  our  pupils  have  already  had  some  experience  in  practical  life, 
so  that  they  become  valuable  aids  in  developing  a  healthy  school  senti- 
ment. This  renders  few  restraints  necessary.  Still  every  effort  of  the 
Faculty  is  given  towards  making  the  pupils  self-reliant,  self-controlled 
men  and  women;  and  those  whose  best  endeavor  is  not  in  accord  with  this 
purpose  are  summarily  dismissed  from  the  School. 

ADMITTANCE  AND  CREDITS  FROM  HIGH  SCHOOLS. 

The  Principal  and  Faculty  will  take  pleasure  in  corresponding  with 
school  principals  and  superintendents  who  may  desire  to  make  such  ar- 
rangements as  may  be  necessary  in  order  that  their  high-school  diplomas 
may  admit  candidates  to  the  Normal  Department  of  the  School  with 
advanced  standing,  or  who  may  contemplate  adopting  a  course  of  study 
which  would  give  graduates  advanced  standing. 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the 
regular  recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a 
student  can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to 
retain  their  places  in  school.  One  who  does  not  carry  as  many  as  two 
studies,  or  who  habitually  fails  in  studies  taken,  is  required  to  show  the 
Principal  cause  why  he  should  not  be  dismissed. 

ADVICE. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being 
present  at  the  opening  of  the  session.  The  student  who  is  behindhand 
then  rarely  makes  up  what  he  has  lost,  and  will  feel  constantly  increas- 
ing embarrassment  throughout  the  entire  term.  The  habit  which  is  thus 
indulged  indicates  a  lack  of  fitness  for  the  profession  of  teaching.  Those 
students  whose  standing  is  to  be  determined  by  examination  should  be 
present  on  the  days  appointed;  otherwise  they  will  subject  themselves  to 
the  inconvenience  and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any 
information  that  it  does  not  supply. 

SUMMER  TERM. 

The  summer  term  is  now  one  of  the  regular  terms,  subject  to  same  con- 
ditions of  entrance  and  work  as  any  other  term  of  the  year.  In  1912  it 
will  continue  from  June  3  to  August  2,  inclusive.  Fees  are  as  for  any 
other  term. 

POINTS  TO  BE  NOTED. 

The  Western  State  Normal  School  is  located  at  Hays,  on  the  Union 
Pacific  railway,  on  a  part  of  the  Fort  Hays  reservation  contiguous  to  the 
town. 

Land. — The  institution  owns  over  4000  acres  of  land,  with  over  two 
miles  of  fine  timber  along  Big  creek,  the  water  of  which,  held  by  a  dam, 


26  Western  Normal  School. 

affords  a  magnificent  opportunity  for  boating,   fishing  and  skating,  in 
season. 

Buildings. — The  main  building  is  a  handsome,  substantial  building  of 
stone,  equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water- 
closets,  shower  baths  and  other  modern  conveniences.  In  1907-'08  the  sum 
of  $40,000  was  spent  for  additions  to  this  building,  making  it  one  of  the 
best  State  Normal  buildings  in  Kansas. 

The  handsome  gymnasium  building  was  completed  in  May,  1906. 
Thoroughly  modern  and  well  equipped,  it  is  one  of  the  finest  gymnasia 
now  in  use  at  the  state  educational  institutions. 

The  legislature  of  1909  appropriated  $30,000  for  heating,  water,  and 
electric-light  plant,  which  was  erected  during  1910-'ll. 

A  new  Model  District  School  building  was  ready  for  occupancy  Septem- 
ber 1,  1910. 

An  engineer's  residence,  an  emergency  hospital  building  and  a  large 
frame  building,  a  part  of  the  hospital  building  of  Old  Fort  Hays,  now 
used  as  a  dining  hall,  complete  the  list  of  institution  buildings. 

The  last  legislature  appropriated  $40,000  for  a  Model  Agricultural 
High  School  building  and  dining  hall,  to  be  erected  during  1911-'12. 

Fees. — The  legislature  of  1911  provided:  "Fees  shall  be  charged  to 
each  student  at  the  State  Normal  School  and  its  auxiliaries,  as  follows: 
Students  residing  in  states  and  territories  other"  than  Kansas,  twenty- 
five  dollars  per  year;  fees  for  Model  School  and  special  courses  and  for 
all  departments  of  Summer  School  shall  be  fixed  by  the  board  of  regents." 

Board  and  Rooms. — Good  table  board  has  cost  for  the  past  two  years 
at  the  dining  hall  on  the  Normal  campus  $2.75  per  week,  with  lodging  at 
seventy-five  cents  to  one  dollar  per  week — lodging  accommodations  in 
private  families.  Living  expenses  may  be  reduced  below  these  figures  by 
self-boarding. 

Examinations  for  County  Certificates. — Under  a  state  law,  exam- 
inations for  all  grades  of  county  certificates  are  offered  at  the  School; 
papers  made  in  such  examinations  are  to  be  sent  to  county  of  student's 
selection,  there  to  be  passed  upon  by  county  board  of  examiners,  and  to 
receive  credit  as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered. — An  enthusiastic  Faculty,  a  fine  li- 
brary, a  well-equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic 
association,  a  helpful  lecture  course,  a  Summer  School  with  regular  Fac- 
ulty in  charge  for  nine  weeks,  an  eighty-acre  campus  with  finest  natural 
athletic  park  in  the  state,  and  a  student  body  unsurpassed  for  energy  and 
devotion  to  work. 


Hays,  Kansas. 


21 


PERIODICALS  IN  THE  LIBRARY. 


Capital,  Topeka. 
Evening  Journal,  Salina. 
Star,  Kansas  City,  Mo. 


Advocate,    Quinter. 

Beloit  Call,  Beloit. 

Breeder's  Gazette,  Chicago. 

Bunker  Hill  Banner,  Bunker  Hill. 

Collier's,   New  York. 

Colby  Tribune,  Colby. 

Commonwealth,    Sharon    Springs. 

Courier,  Norton. 

Decatur   County   News,    Decatur. 

Dodge   City    Globe,    Dodge. 

Farmer,    Osborne. 

Free   Press,   Hays. 

Gazette,   Beloit. 

Gazette,    Emporia. 

Gazette,    Plainville. 

Harper's  Weekly,  New  York. 

Hugoton  Hermes,  Hugoton. 

Independent,    New   York. 

Journal   of   Education,    Boston. 

Kansas    Farmer,    Topeka. 

Larned   Chronoscope,    Larned. 

Liberal   Democrat,    Liberal. 

Lincoln  Sentinel,  Lincoln. 

Literary    Digest,    New    York. 

Living  Age,   Boston. 

Logan    County    News,    Winona. 

Marion   Headlight,   Marion. 

Meade   Globe,    Meade. 

Messenger,    Ellsworth. 


DAILIES. 

State   Journal,    Topeka. 
Times,   Kansas  City,    Mo. 

WEEKLIES. 

Natoma    Independent,    Natoma. 

News,    Hays. 

News,    Ness    City. 

News-Chronicle,    Scott   City. 

News,  Osborne. 

Normal   Bulletin,    Emporia. 

Oakley    Graphic,    Oakley. 

Outlook,  New  York. 

People's   Reville,   Hill   City. 

Record,  Hill  City. 

Record,    Russell. 

Record,  Stockton. 

Republic    County    Democrat,    Belleville. 

Republican,   Hays. 

Republican,  Hill   City. 

Republican,    La  Crosse. 

Review,    Stockton. 

Review-Headlight,    Ellis. 

Rural  New  Yorker,  New  York. 

Saturday  Evening  Post,   Philadelphia. 

Science,  Garrison-on-the-Hudson,  N.  Y. 

Scientific  American,  New  York. 

St.  John's  Weekly,  St.  John. 

Times,  Beloit. 

Times,   Plainville. 

Western  Kansas  World,  Wa  Keeney. 

Western  Times,  Sharon  Springs. 

Wochenblatt  der  New  York  Staats  Zietung. 

Youth's    Companion,    Boston. 


SEMIMONTHLIES. 
Country  Life  in  America,  Garden  City,  N.  Y.    |    The  Dial,  Chicago. 

MONTHLIES. 


American  Journal  of  Psychology,  Worces- 
ter, Mass. 

American  Educational  Review,  New  York. 

American  Magazine,   New  York. 

American  Penman,  Cedar  Rapids. 

American  Physical  Educational  Review, 
Springfield. 

American  Review  of  Reviews,  New  York. 

Association    Monthly,    New   York. 

Atlantic    Monthly,    Boston. 

Book-Review  Digest,   Minneapolis,   Minn. 

Boston  Cooking  School  Magazine,  Boston. 

Business,  Detroit. 

Business  Educator,  Columbus,  Ohio. 

Business  Journal,    New  York. 


Library   Journal,    New  York. 
McClure's   Magazine,    New   York. 
Mind  and  Body,  Milwaukee,   Wis. 
Modern  Priscilla,  Boston. 
Moody's    Magazine,    New    York. 
National  Geographical  Magazine,  Washing- 
ton, D.  C. 
Nature  Study  Review,  Urbana,  111. 
New  England  Magazine,  Boston. 
North  American  Review,  New  York. 
Phonographic  World,   New  York. 
Pictorial  Review,   New  York. 
Pitman's  Journal,   New   York. 
Popular  Science  Monthly,   New  York. 
Century,  New  York. 


28 


Western  Normal  School. 


Current  Literature,   New  York. 
Delineator,    New    York. 
Dietetic-Hygenic  Gazette,  New  York. 
Dressmaking  at  Home,  Chicago. 
Educational  Review,  Rahway,  N.  J. 
Electrician  and  Mechanics,   Boston. 
Elementary   School   Teacher,    Chicago. 
Everybody's,    New    York. 
Fruit  Grower,   St.  Joseph,  Mo. 
Good   Housekeeping,    Springfield,    Mass. 
Harper's  Magazine,   New  York. 
Harper's   Bazar,   New  York. 
House  Beautiful,  New  York. 
Interstate   Schoolman,   Hutchinson. 
Journal  of  Geography,   New  York. 
Kansas    Magazine,    Wichita. 
Ladies'   Home  Journal,    Philadelphia. 
Popular  Mechanics,    Chicago. 


MONTHLIES— concluded. 

The  Playground,  New  York. 
Psychological  Bulletin,   Baltimore,  Md. 
Reader's    Guide   to    Periodical    Literature, 

Minneapolis,   Minn. 
School  Arts  Book,   Boston. 
School  and  Home  Education,  Baltimore,  Md. 
School  Board  Journal,  Milwaukee,  Wis. 
Scribner's,   New  York. 
Success,  New  York. 

School  Science  and  Mathematics,  . 

System,   New  York. 

Table  Talk,   Cooperstown,   N.   Y. 

Technical   World,    Chicago. 

Western  School  Journal  of  Education, 

Ypsilanti,  Mich. 
Western    School   Journal,    Topeka. 
.World's  Work,   New   York. 
Woman's  Home  Companion,  New  York. 


BIMONTHLIES. 
Home  Needlework,  Florence,  Mass.  I    Manual   Training   Magazine,   Peoria,    111. 

Psychological   Review,    Baltimore. 

QUARTERLIES. 
Bulletin  of  Bibliography,  Boston.  I    Pedagogical  Seminary,  Worcester,  Mass- 


I!  \vs.   Kansas.  29 


OUTLINES  OF  INSTRUCTION. 

ARTS. 
DRAWING. 

Course  1. — Free-hand  drawing  with  pencil,  charcoal,  crayon  and 
brush.  Elementary  design,  working  drawings,  paper  and  cardboard  con- 
struction. 

Course  2. — Advanced  work  along  lines  suggested  in  course  1. 

Course  3. — Elementary  work  in  water  color. 

Course  4. — Lessons  in  blackboard  illustration  suitable  for  lessons  in 
geography,  language,  nature  study  and  other  subjects  taught  in  the 
grades.  Also,  primary  work  in  clay  modeling,  weaving  and  decorative 
design. 

HOME  ECONOMICS. 

HOUSEHOLD  ART. 

Course  1. — Hand  sewing.  This  course  consists  of  work  in  hand  sew- 
ing and  is  a  prerequisite  to  all  the  following  courses  in  household  art. 
It  includes  general  instruction  in  the  implements  used  for  hand  sewTing, 
the  proper  position  of  the  body  and  care  of  the  eyes  while  sewing,  as  well 
as  a  full  course  in  practical  needlework;  different  stitches,  their  uses  and 
combinations;  seams,  hems,  tucks,  gathering,  overcasting,  overhanding, 
patching,  darning,  piecing,  and  buttonholes;  and  the  application  of  all 
these  lessons  to  useful  articles.  The  making  of  white  apron,  half  sleeves 
and  cap. 

Course  2. — Machine  work.  Instruction  in  the  use  and  care  of  the 
sewing  machine.  Discussion  of  appropriate  materials  for  undergarments 
and  suitable  trimmings  for  various  materials  used  in  this  course.  The 
student  is  taught  to  take  measures,  draft  patterns  and  make  undergar- 
ments for  herself  or  others — corset  cover,  drawers,  white  skirt,  night- 
dress. Besides  the  sewing  work,  a  study  of  cotton,  linen,  wool  and  silk 
fabrics  is  made,  with  a  general  study  of  the  source  and  method  of  prep- 
aration of  the  material  for  clothing  purposes. 

Course  3. — Dressmaking.  The  pattern  drafting  is  continued,  with 
some  work  in  adapting  patterns  to  designs;  making  of  pattern  and  cut- 
ting, fitting  and  making  of  a  shirt-waist  suit.  Discussions  of  choice  in 
wash  materials  and  their  cost,  durability  and  adaptability  to  different 
forms  and  occasions.  A  study  of  the  methods  used  in  printing,  dyeing 
and  weaving  of  colored  fabrics  is  made,  together  with  studies  in  color 
combinations  and  adaptations  to  dress.  The  choice,  making  and  trimming 
of  a  simple  gown  in  colors  suitable  to  the  form  and  complexion  of  the 
student  is  one  feature  of  this  course. 

HOUSEHOLD    SCIENCE. 

Course  1. — Physiology  is  a  prerequisite  for  this  course.  The  course 
offers  lessons  in  combustion,  fuels,  fire  building  and  conservation  of  heat; 
the  production,  manufacture  and  value  of  materials  used  for  food;  the 
bodily  elements  and  food  principles — carbohydrates,  proteins,  fats,  min- 
erals, water.  _ 


30  Western  Normal  School. 

1.  Carbohydrates:  Experiments  to  determine  the  effect  of  heat,  mois- 
ture and  acid  on  starch.  Experiments  to  determine  the  composition  of 
representative  starch  foods.  Methods  of  cooking  starch  foods.  Sugar 
and  cellulose,  digestion  and  value,  relation  to  starch,  methods  of  combina- 
tion and  transformation  of  sugars. 

2.  Protein:  Experiments  to  determine  effect  of  different  degrees  of 
heat  on  egg  albumen;  solubility  of  simple  proteids;  composition  of  milk; 
discussion  of  proteid  foods — source,  care  of,  structure,  composition,  di- 
gestion and  nutritive  value.  Cooking  of  proteid  foods — eggs,  milk,  meat; 
cooking  of  proteids  in  combination  with  starch. 

3.  Fats:  Trying  out,  clarifying,  frying,  making  emulsions,  olive  oil 
and  egg.  Discussion  of  digestion  and  value  of  fats,  and  their  uses  in 
cooking. 

4.  Minerals:  Experiments  to  determine  amount  and  kind  of  minerals 
in  the  common  foods,  milk  and  flour.    Need  of  minerals  in  body  structure. 

5.  Water:  Experiments  as  to  different  stages  and  temperature  of 
heated  water.  Water  as  related  to  mineral  substances.  Tanic  acid.  Tea, 
coffee — source,  composition,  effect  upon  the  body.  Making  of  water  bev- 
erages and  jelly. 

6.  Combinations  of  food  principles:  Recipes  and  experiments  in  gen- 
eral cooking.  Preparation  and  serving  of  meals  involving  study  in  cost 
and  economy  and  balance  of  food  materials.  Classification  of  food  prin- 
ciples. 

Course  2. — Cooking.  The  course  offers  a  study  in  bacteria,  yeasts, 
molds  and  micro-organisms.  The  relation  of  these  to  food  and  drink. 
Microscopic  experiments.  Studies  of  drinking  water  and  ice  supplies. 
Bread  making,  leavening  agents,  yeast,  salt-rising  bread.  Cheese  making, 
varieties  and  qualities.  Fermentation  and  nonfermentation.  Canning 
and  preserving.  Preserving  agents,  harmful  and  unharmful.  Recipes  and 
wider  experience  in  cooking  and  serving. 

Course  3. — Dietetics.  The  course  includes  analysis  of  organic  mate- 
rials; principles  of  analysis  of  foodstuffs;  detection  of  preservatives  and 
adulterations  used  in  foods.  Discussion  of  the  healthful  diet  for  persons 
in  normal  condition  of  health  but  differing  in  occupation.  Influence  of 
climate  and  season  upon  needed  changes  in  diet.  Diet  in  disease;  effect 
of  various  food  constituents  upon  any  one  disordered  digestive  agent. 
Menus  for  different  diseases ;  recipes  and  preparation.    The  invalid's  tray. 

COURSE  4. — The  house.  This  course  is  a  series  of  general  lessons  in 
home-keeping.  A  study  of  the  house,  its  location,  lighting,  ventilation, 
plumbing,  drainage  and  plan.  A  study  of  cleansing  agents,  sanitary 
walls,  floors,  sinks,  bathrooms,  cellars,  ice  chests.  Household  pests  and 
their  extermination.  Dust  and  its  removal.  Care  and  cleansing  of  car- 
pets, hangings  and  furniture.     Fumigation.     The  laundry. 

MANUAL  TRAINING. 

Course  1. — Mechanical  drawing.  A  course  in  the  elements  of  mechan- 
ical drawing,  including  problems  in  geometric  constructions,  orthographic 
cabinet  and  isometric  projections,  shadows,  intersections  of  solids,  etc., 
with  some  of  the  general  applications  to  drafting.  Instruction  and  prac- 
tice are  given  in  making  working  drawings,  reading  drawings,  and  blue- 
printing. 

Course  2. — Constructive  design.  A  continuation  of  the  above  course, 
including  instruction  and  practice  in  more  advanced  work  in  drafting,. 


Hays,  Kansas.  31 

lettering  and  design,  with  reference  to  the  needs  of  construction  and 
appropriate  decoration  by  pleasing  panels  and  designs  for  wood  carving. 

COURSE  3. — Elementary  woodwork.  A  course  in  wood  construction 
suited  to  the  intermediate  and  lower  grammar  grades.  Work  with  tools 
at  the  bench  will  be  required.  Simple  models  selected  to  illustrate  and 
give  practice  in  the  use  of  the  common  woodworking  tools  will  be  made. 

Course  4. — Advanced  woodwork.  A  continuation  of  the  above  course, 
dealing  with  models  appropriate  for  the  grammar  grades.  Work  re- 
quiring greater  skill  in  the  use  of  tools  will  be  selected,  and  students  will 
be  expected  to  plan  and  execute  several  original  or  adapted  models,  in 
addition  to  those  in  an  assigned  course. 

Course  5. — Joinery.  A  course  beginning  with  a  series  of  joint  exer- 
cises illustrating  the  common  joints  in  wood  construction  and  continuing 
into  the  application  of  some  of  these  in  appropriate  models. 

Course  6. — Cabinetmaking.  A  course  in  advanced  woodworking, 
dealing  with  models  requiring  more  accurate  use  of  the  tools.  Some  at- 
tention will  be  given  to  the  lines  and  decorations,  with  the  methods  of 
securing  pleasing  effects  through  wood  combinations,  inlaying  and  simple 
carvings. 

Course  7. — Wood  carving.  A  continuation  of  the  above  course,  deal- 
ing with  more  elaborate  constructions  and  decorations.  Original  se- 
lected designs  for  wood  will  be  made  and  applied  to  useful  objects. 

Course  8. — Advanced  wood  carving.  An  advanced  course  in  wood 
carving,  dealing  with  more  difficult  problems  offered  to  students  with 
special  talent  for  wood  carving. 

BIOLOGICAL  SCIENCES. 
PLANT  BIOLOGY. 

Course  1. — Field  botany.  This  embraces  morphology  and  habits  of 
cryptogams  and  phanerogams.  This  course  requires  laboratory,  field  and 
class  work. 

Course  2. — Plant  life.  This  includes  a  study  of  the  physiology, 
ecology  and  histology  of  plants  in  laboratory  and  classroom. 

ANIMAL  BIOLOGY. 

Course  1. — Agricultural  zoology.  This  subject  treats  of  the  care, 
kinds,  and  good  and  bad  qualities  of  animals  found  on  the  farms.  The 
classes  meet  each  day  for  one  semester,  or  four  days  each  week  for  one 
term,  according  to  the  course  taken. 

Course  2. — Field  zoology.  This  is  a  course  in  animal  natural  history 
and  comprises  field  and  museum  studies  of  insects  and  birds,  with  lec- 
tures on  their  economic  relationships  to  man,  especially  to  the  farmer 
and  orchardist. 

Course  3. — Animal  life.  This  study  gives  a  knowledge  of  the  physi- 
ology and  ecology  of  animals. 

Course  4. — Systematic  zoology.  This  subject  embraces  a  study  of  the 
anatomy  and  physiology  of  representative  animals,  and  lectures  on  th^ 
structure  and  habits  of  important  forms  in  all  classes  of  animals. 


32 


Western  Normal  School. 


Hays.  Kansas.  :>:>> 

ENVIRONMENTAL  BIOLOGY. 
GEOLOGY. 

Courses  1  and  2. — General  geology.  The  two  courses  include  the 
dynamical,  structural  and  historical  geology  of  the  United  Stat 

Courses  3  and  4. — Geology  of  Kansas.  The  courses  include  Btudies 
of  soil,  climate  and  forest,  and  work  of  wind,  rain,  moisture  and  run- 
ning water.  Before  concluding  the  subject  each  member  of  the  class 
is  required  to  write  a  geological  history  of  Kansas. 

HUMAN  PHYSIOLOGY. 

Course  1. — Elementary  physiology. 

Course  2. — General  physiology.  Physiology  2  gives  in  a  modern  way 
a  general  knowledge  of  the  anatomy,  physiology  and  hygiene  of  the 
human  body. 

Course  3. — Advanced  general  physiology.  Course  2  is  reviewed  and 
the  physiology  of  the  human  body  emphasized. 

COMMERCE. 
BOOKKEEPING  AND  ACCOUNTING. 

Course  1. — Elementary  bookkeeping.  Principles  of  debit  and  credit. 
Forms  of  opening  and  closing  accounts.     Trial  balances  and  statements. 

Course  2. — Bookkeeping  and  business  practice.  Drill  is  given  in  the 
use  of  business  forms,  all  business  papers  being  written  and  handled  by 
the  student. 

Course  3. — Advanced  bookkeeping.  Commission,  shipping  and  gen- 
eral merchandising  business.  Use  of  loose-leaf  books.  Partnership  ac- 
counts. 

Course  4. — Advanced  bookkeeping  continued.  Wholesale  business. 
Use  of  auxiliary  ledgers  and  special  columns.  Card  ledger  introduced. 
Brief  treatment  of  single  entry  and  changing  from  single  to  double  entry. 

Course  5. — Bank  accounting.  Organization  and  management  of  banks. 
The  work  is  designed  to  reproduce  as  nearly  as  possible  the  routine  of  a 
bank. 

Course  6. — Corporation  accounting.  The  organization  of  a  corpora- 
tion, with  special  reference  to  the  laws  of  Kansas.  Several  sets  of  books 
are  opened  and  closed  to  show  the  distinctive  features  of  corporate  ac- 
counting. The  main  set  is  that  of  a  manufacturing  business  using  the 
voucher  system. 

Course  7. — Philosophy  of  accounts.  Accounting  treated  from  the 
view-point  of  science  and  in  its  relation  to  political  economy.  Analysis  of 
complex  accounts  and  statements;  general  principles  of  cost  accounting, 
valuations  involving  interest,  treatment  of  depreciation,  capital  and 
revenue  accounts,  and  the  use  of  statistics  in  determining  the  condition 
■of  a  business. 

Course  8. — Auditing.  Purposes  of  audits:  to  detect  errors  in  rec- 
ords, to  determine  the  legality  of  transactions.  Planning  an  audit,  an- 
alyzing accounts,  methods  and  forms  of  procedure. 


-3 


34  Western  Normal  School. 

BUSINESS  ORGANIZATION. 

Course  1. — The  individual  business  man,  the  partnership,  the  corpo- 
ration. Extractive,  manufacturing,  and  distributive  industries.  The 
various  departments  of  a  large  business  and  their  relations  to  one  an- 
other. The  market,  advertising,  credits  and  collections.  The  administra- 
tive department  and  accounting  methods. 

COMMERCIAL  LAW. 

Course  1. — Elementary  commercial  law.  Elementary  definitions  and 
principles  of  the  law  of  contracts,  sales,  negotiable  instruments,  agency 
and  bailment.  The  Kansas  supreme  court  reports  and  standard  law 
treatises  are  used  to  supplement  the  textbook. 

Course  2. — Continuation  of  course  1.  Business  associations,  including 
partnerships,  joint-stock  companies,  and  corporations;  real  property,  in- 
cluding titles,  contracts,  and  transfers;  insurance  law. 

Course  3. — Advanced  commercial  law.  Detailed  study  of  the  law  of 
contracts  as  to  their  nature,  formation,  operation,  interpretation  and  dis- 
charge. Concrete  cases  taken  from  the  reported  decisions  of  state  and 
federal  courts  are  largely  used.  These  cases  cover  the  entire  field  of 
business  law.  Attention  is  given  to  the  constitutional  questions  involved 
in  national  and  state  jurisdiction  over  the  formation  and  enforcement 
of  contracts. 

PENMANSHIP. 

Course  1. — Study  of  correct  position.  Muscular  movement  and  its  ad- 
vantages. Practice  on  ovals  and  various  movement  exercises  until  the 
muscle  is  in  good  control  and  ease  of  movement  acquired.  Practice  in 
making  small  and  capital  letters  is  followed  by  writing  and  arranging 
brief  business  letters  and  miscellaneous  matter.  It  is  expected  that  on 
the  completion  of  this  course  the  student  will  be  able  not  only  to  write 
with  ease  and  symmetry  plain,  practical  letter  forms,  but  to  arrange  his 
work  on  the  page  with  due  regard  to  proportion. 

Course  2. — Teachers'  training  course.  Methods  of  teaching  penman- 
ship; blackboard  drills  and  advanced  pen  work. 

STENOGRAPHY. 

Cultivation  of  the  ear  in  distinguishing  sounds  and  habits  of  close  at- 
tention are  requisites  for  the  successful  study  of  stenography.  Accuracy, 
quick  perception  and  rapid  thinking  are  cultivated  from  the  beginning. 
Each  principle  presented  receives  careful  drill.  Logograms,  contractions 
and  phrases  are  dwelt  upon.  In  transcription  of  connected  matter,  spell- 
ing, paragraphing  and  arrangement  must  be  absolutely  correct.  Miscel- 
laneous matter  is  introduced  to  increase  vocabulary  and  supplement  gen- 
eral knowledge.  Dictation  includes  common  legal  and  business  forms, 
selections  from  standard  literature,  letters  and  tabulations.  Emphasis  is 
laid  on  reading  shorthand  notes  and  transcriptions. 

Course  1. — Completion*  of  first  half  of  text. 

Course  2. — Completion  of  text,  and  practice  in  reading  shorthand. 

Course  3. — Miscellaneous  dictation.    Work  with  graphophone  records. 

Course  4. — Dictation,  graphophone  work  and  transcriptions  continued. 

Course  5. — Dictation  of  difficult  matter.  Speed  practice  in  writing  and 
transcribing. 


Hays,  Kansas.  35 

TYPEWRITING. 

Careful  study  of  machine.  Instruction  as  to  care,  mechanism,  and 
possibilities.  The  touch  system  is  used  exclusively.  Proper  fingering  is 
insisted  upon.  A  light,  rapid,  smooth  and  even  touch  is  acquired  aa  early 
as  possible.  Accuracy  is  the  first  object,  though  speed  should  come  as  a 
result  of  practice.  Neatness  is  emphasized.  Dictation  is  given  from  the 
beginning,  and  proceeds  from  the  simplest  combination  of  letters  through 
carefully  graded  exercises  to  the  most  difficult  matter.  Arrangement  of 
work  and  tabulations  receive  special  attention.  To  be  able  to  write  with- 
out error  and  at  the  same  time  smoothly  and  rapidly  any  kind  of  miscel- 
laneous matter  or  business  document  is  the  end  and  aim  of  typewriting, 
and  this  object  is  held  before  the  student  throughout  the  course. 

Course  1. — Mastery  of  keyboard.  Diligent  practice  on  words,  easy  sen- 
tences and  simple  business  letters.  Envelope  addressing,  card  writing 
and  simple  tabulations. 

Course  2. — Common  legal  forms  and  tabular  exercises.  Speeial  atten- 
tion to  arrangement,  spelling  and  punctuation  of  dictated  matter. 

Course  3. — Speed  practice,  study  of  manifolding  and  carbon  work,  and 
use  of  graphophone  and  typewriter.     Dictated  matter  of  some  difficulty. 

ENGLISH. 

Course  1. — Mechanics  of  English.  Classroom  work  only.  For  those 
who  do  not  pass  the  examination  required  hereafter  of  all  who  enroll  for 
any  work  in  the  life-certificate  course:  Orthography,  penmanship,  punctu- 
ation, capitalization,  elementary  work  in  synonyms  and  antonyms,  quota- 
tion marks,  simple  rules  for  the  paragraph,  letter  forms,  etc.;  in  brief, 
general  mechanical  excellences,  to  the  end  that  each  prospective  teacher 
shall  be  able  to  present,  as  well  as  to  procure  from  pupils  in  every  grade 
of  public  schools,  good  work  in  manuscript  form.  Students  will  be  passed 
from  the  course  as  soon  as  they  give  evidence  of  efficiency  in  the  work 
required. 

Courses  2,  3,  4,  and  5. — The  state  text,  Stebbins's  Progressive  Course 
in  English,  forms  the  basis  of  the  work  offered.  The  reading  and  study 
courses  in  English  classics  will,  as  far  as  possible,  conform  to  "College 
Entrance  Requirements"  for  years  1913,  1914,  1915. 

1.  The  Old  Testament  books — Genesis,  Exodus,  Joshua,  Judges,  Sam- 
uel, Kings,  Daniel,  Ruth  and  Esther.  The  Odyssey  (books  I-V,  XV- 
XVII  may  be  omitted).  The  Iliad  (books  XI,  XIII-XV,  XXI  may  be- 
omitted).  Vergil — JEneid.  For  any  unit  of  this  group  a  unit  from  anjr 
other  group  may  be  substituted. 

2.  Shakespeare — Merchant  of  Venice,  Midsummer  Night's  Dream,  As. 
You  Like  It,  Twelfth  Night,  Henry  V,  Julius  Caesar.  • 

3.  De  Foe — Robinson  Crusoe  (part  I).  Goldsmith — Vicar.  Scott — 
Ivanhoe  or  Quentin  Durward.  Hawthorne — Seven  Gables.  Dickens — 
David  Copperfield,  or  Tale  of  Two  Cities.  Thackeray — Henry  Esmond, 
Mrs.  Gaskell — Cranford.  George  Eliot — Silas  Marner.  Stevenson — 
Treasure  Island.  Bunyan — Pilgrim's  Progress  (part  I).  The  De  Cov- 
erley  Papers.  Franklin — Autobiography  (condensed).  Irving — Sketch 
Book.  Macaulay — Essays  on  Lord  Clive  and  Warren  Hastings.  Thack- 
eray— English  Humorists.  Selections  from  Lincoln — including  at  least 
the  two  inaugurals,  the  speeches  in  Independence  Hall  and  at  Gettys- 
burg, the  Last  Public  Address,  and  Letter  to  Horace  Greeley;  a  brief 
memoir   or   estimate.      Parkman — Oregon    Trail.      Thoreau — Walden,   or 


36  Western  Normal  School. 

Huxley — Autobiography,  and  Selections  from  Lay  Sermons,  including 
the  Addresses  on  Improving  Natural  Knowledge,  A  Liberal  Education, 
and  A  Piece  of  Chalk.  Stevenson — Inland  Voyage,  and  Travels  with  a 
Donkey. 

5.  Palgrave — Golden  Treasury  (first  series),  books  II  and  III,  with 
especial  attention  to  Dryden,  Collins,  Gray,  Cowper  and  Burns.  Gray — 
Elegy,  and  Goldsmith — Deserted  Village.  Coleridge — Ancient  Mariner, 
and  Lowell — Sir  Launfal.  Scott — Lady  of  the  Lake.  Byron — Childe 
Harold,  canto  IV,  and  Prisoner  of  Chillon.  Palgrave — Golden  Treasury 
(first  series),  book  IV,  with  especial  attention  to  Wordsworth,  Keats, 
and  Shelley.  Poe — Raven.  Longfellow — Miles  Standish,  and  Whittier 
— Snow-bound.  Macaulay — Lays  of  Ancient  Rome,  and  Arnold — Sohrab 
and  Rustum.  Tennyson — Garety  and  Lynette,  Lancelot  and  Elaine, 
and  Passing  of  Arthur.  Browning — Cavalier  Tunes,  Lost  Leader,  How 
they  Brought  the  Good  News,  Home  Thoughts  from  Abroad,  Home 
Thoughts  from  the  Sea,  Incident  of  the  French  Camp.  Herve  Riel — 
Pheidippides,  My  Last  Duchess,  Up  at  a  Villa,  Down  in  the  City. 

For  study:  Shakespeare — Macbeth.  Milton — L'AUegro,  II  Penseroso 
and  Comis.  Burke — Speech  on  Conciliation  with  America,  or  Washing- 
ton— Farewell  Address,  and  Webster — First  Bunker  Hill  Oration. 
Macaulay — Life  of  Johnson,  or  Carlyle — Essay  on  Burns. 

Courses  6  and  7. — English  literature.  Historical  outline  with  as- 
signed readings  and  papers,  omitting  the  writers  of  the  nineteenth 
century.  These  courses  are  designed  to  give  the  student  a  general  view 
of  the  subject  as  a  preparation  for  intensive  study  of  special  period. 

Course  8. — Rhetoric  and  composition.  It  offers  training  in  the  funda- 
mental principles  and  practice  of  English  prose  discourse.  Narration, 
description,  exposition  and  criticism  are  presented,  with  a  variety  of 
analytical  and  constructive  exercises.  The  practical  needs  of  everyday 
life  are  kept  constantly  in  view  and  technical  excellence  is  essential. 
Semiweekly  themes  are  required.  The  writing  and  criticism  of  longer 
themes,  with  a  «tudy  of  the  principles  of  structure.  A  study  of  the 
principles  of  composition  and  qualities  of  style.  Discussion  of  text- 
books and  methods  of  teaching  English  composition. 

GENERAL  PEDAGOGY. 
GENERAL  AND  APPLIED  METHODS. 

Course  1. — General  methods.  Required.  A  textbook  on  the  principles 
of  teaching  is  studied.  The  following  topics  are  emphasized:  The  mean- 
ing of  education;  the  aims  of  school  education;  the  scope  of  school  edu- 
cation; the  psychological  basis  of  education;  instincts  and  capacities; 
self-activity;  apperception;  interests;  individual  differences  in  children; 
attention;  principles  of  association;  habit  formation;  memory;  prin- 
ciples of  analysis;  reasoning;  inductive  and  deductive  methods  of  teach- 
ing; the  formal  steps  of  instruction;  education  and  conduct;  moral  train- 
ing; imitation  and  suggestion;  responses  of  feeling;  the  esthetic  emo- 
tions; taste;  motor  expression;  verbal  expression;  expression  through 
the  arts  and  industries;  teaching  form;  teaching  execution. 

Course  2. — Primary  methods.  Elective.  It  is  the  purpose  in  this 
course  to  offer  in  lecture  form  a  critical  study  of  methods  of  presenting 
principal  subjects  of  instruction  in  the  lower  grades.  This  work  is  more 
extended  and  definite  on  the  various  subjects  than  is  possible  in  the 
limited   time  available   in   connection   with   the   academic   and   advanced 


HAYS,  Kansas.  87 

treatment  of  the  same.  The  teachers  will  be  led  to  teal  method*  and  to 
govern  then-  application  of  the  same  by  the  laws  of  mind.  After  each 
subject  is  completed,  illustrative  lessons  will  be  given  with  the  pupils  of 

the  first  three  years  of  the  Model  District  School. 

The  principal  subdivisions  of  the  work  are  the  following:  ( 1 )  Primary 
reading:  Earliest  methods — A-B-C,  phonic,  phonetic,  word,  seni 
word  steps  in  a  reading  lesson;  use  of  illustrations;  presenting  new  words 
and  phrases;  silent  reading  or  thought  work;  expression;  the  acquisition 
of  a  vocabulary;  reciting  a  reading  lesson;  supplementary  reading,  ques- 
tioning; school  readers,  or  entire  classic  work;  seat  work.  (2)  Nature 
study  and  language:  Study  objects  in  nature,  showing  how  they  may  be 
used  and  correlated  with  language  work;  use  of  the  story  and  poem;  oral 
language;  written  language;  primary  composition;  gardening.  (3)  Spell- 
ing: Selection  of  words;  assignment  of  lesson;  steps  in  the  recitation; 
grouping  words;  dictation  work,  relative  place  of  oral  and  written  spell- 
ing. (4)  Arithmetic:  Value  as  a  means  of  mental  training;  earliest 
methods — Pestalozzian,  Quincy,  Grube,  Sonneschein,  Speer;  use  and  limi- 
tation of  objective  teaching;  early  work  in  fractions,  etc.;  relations  be- 
tween mental  and  written  work;  method  of  recitation;  drills;  seat  work. 
(5)  Geography :  Its  place  in  the  primary  course;  home  geography;  out- 
door or  field  lessons;  sand  modeling;  life  in  other  lands,  as  taught  from 
Jane  Andrews's  Seven  Little  Sisters  and  The  Ten  Boys;  relation  of  geog- 
raphy to  social  life;  occupations  and  industries;  map  work.  (6)  Music- 
Tonic  sol-fa  and  staff;  breathing,  rhythm,  tone  work;  ear  training  and 
eye  training;  note  and  rote  work;  analysis  of  song. 

In  the  list  of  helps  are:  Sarah  Arnold's  Waymarks  for  Teachers; 
Sarah  Arnold's  How  to  Teach  Reading;  McMurry's  Special  Method  for 
Reading;  McMurry's  Special  Method  for  Geography;  McMurry's  Special 
Method  for  Science;  Scott's  Nature  Study;  Bailey,  Lessons  on  Plants; 
Bailey,  The  Nature-study  Idea;  Hodge,  Nature  Study  and  Life;  Hemen- 
way,  School  Gardening;  Clarke,  Reading;  Parker's  Talks  on  Pedagogy; 
Cooley,  Language  Manual;  Frye,  Sand  Modeling. 

HISTORY  OF  EDUCATION. 

COURSE  1. — History  of  education.  An  introductory  course,  aiming  to 
show  something  of  the  sources  of  information  as  a  basis  for  educational 
interpretation.  Tendencies  rather  than  men  are  dealt  with.  The  last 
sections  have  to  do  with  present  educational  conditions  and  problems, 
and  the  relations  of  each  section  with  present  conditions  are  emphasized. 
Monroe's  Brief  Course  in  the  History  of  Education. 

Course  2. — History  of  education.  An  intensive  study  of  the  history 
of  education,  dealing  with  men  as  the  representatives  of  reforms  and 
new  movements.  Each  student  will  be  required  to  make  an  especial 
study  of  some  reformer.  Cubberley's  Outlines  of  the  History  of  Educa- 
tion will  be  used  as  the  basis,  with  lectures  and  reference  work. 

PSYCHOLOGY  AND  PHILOSOPHY. 

PSYCHOLOGY. 

Course  1. — Elementary  psychology.  In  this  course  the  simpler  aspects 
of  the  ordinary  phases  of  mental  activity  are  dealt  with.  Exercises  also 
are  given  to  develop  introspection  and  to  give  familiarity  with  the  mental 
processes. 

Courses  2  and  3. — General  psychology.  A  systematic  treatment  of  the 
subject  is  attempted.  Some  experimental  work  in  the  line  of  illustration 
is  given.    Individual  topics  also  are  assigned  for  more  thorough  study. 


38  Western  Normal  School. 

Course  4. — Child  psychology.  Elective.  Treats  generally  of  the  men- 
tal development  of  children,  seeking  to  give  a  basis  for  education  in  the 
elementary  grades. 

PHILOSOPHY. 

Course  1. — Philosophy  of  education.  Elective.  A  study  of  the  prin- 
ciples of  education  with  the  aim  of  finding  their  philosophical  implica- 
tions.    Third  and  fifth  terms. 

SCHOOL  ADMINISTRATION. 

'Course  1. — Rural-school  administration.  The  purpose  in  this  course  is 
to  consider  the  practical  problems  of  the  rural-school  teacher;  such  as  the 
equipment  and  arrangement  of  a  modern  one-room  schoolhouse,  the  first 
day  of  school,  the  daily  program,  the  recitation,  correlation  of  subjects, 
discipline,  hygiene — in  short,  to  acquaint  the  student  with  the  work  being 
done  in  the  best  rural  schools  of  to-day. 

Course  2. — This  is  a  course  in  school  law.  Such  topics  as  public  funds, 
the  raising  and  distribution  of  school  taxes,  bonds,  certification,  the  dis- 
trict, consolidation  of  rural  schools,  the  city  system,  compulsory  educa- 
tion, the  juvenile  court  and  the  high-school  system  will  be  considered, 
basing  the  work  on  the  Kansas  school  plan,  but  making  a  comparative 
study  of  similar  laws  of  other  states.  Emphasis  will  be  placed  upon  pro- 
posed and  desirable  modifications  in  school  law. 

TEACHING. 

The  Training  School  offers  teaching  and  observation  in  grade  work. 

Course  1. — Five  periods  per  week.  Work  in  outlining  subject  matter, 
preparing  lesson  plans,  observation  and  discussion  of  work  done  by  other 
teachers,  and  teaching  in  the  presence  of  the  critic  teacher. 

Course  2. — Five  periods  per  week.  Student  has  charge  of  a  class  un- 
der close  supervision. 

Course  3. — Five  periods  per  week.  Student  will  have  more  independ- 
ent charge  of  class  and  will  be  held  responsible  for  results.  In  this  course 
students  will  demonstrate  their  ability  in  teaching. 

Course  4. — Five  periods  per  week.  Students  taking  this  course  may  be 
required  to  do  supervisory  work  or  teaching  as  their  needs  may  seem  to 
suggest.  Those  planning  for  high-school  work  may  be  given  advanced 
classes  to  teach. 

GEOGRAPHY. 

Course  1. — Physiography.  A  general  view  of  the  subject,  such  as  can 
be  included  in  one-half  year  of  high-school  work.  Laboratory  and  field 
lessons  are  given  twice  a  week. 

Course  2. — Political  geography.  Includes  a  special  study  of  North 
America,  with  Russell's  volume  upon  the  same  as  a  guide  as  to  content, 
and  Redway's  New  Basis  for  Geography  for  the  method  in  treating  the 
same. 

Course  3. — Commercial  geography.  Elective.  Designed  to  correlate 
with  the  work  in  the  department  of  commerce. 


Hays,  Kansas.  39 

HISTORY. 
AMERICAN  HISTORY. 

Course  1. — American  history,  1492-1800.  A  careful  chronological 
study  of  the  entire  field  of  that  period. 

Course  2. — American  history,  1800-1900.  A  careful  chronological 
study  of  the  entire  field  of  that  period. 

Course  3. — Kansas  history.  The  territorial  struggle  and  the  state  his- 
tory are  presented. 

Course  4. — Prehistoric  discovery  and  explorations,  1492-1607.  Euro- 
pean conditions  leading  to  our  age  of  discovery.  Ancient  life  on  the 
American  continent.  Discoverers  and  explorers  are  studied  as  to  char- 
acter, motives,  work  accomplished  and  results. 

Course  5. — History'  of  New  England.  European  conditions  leading 
to  first  settlements.  American  conditions  leading  to  later  settlements. 
Development  of  New  England. 

Course  6. — History  of  the  southern  and  middle  colonies.  European 
conditions  leading  to  first  settlements.  Facts  necessitating  later  new  col- 
lonies.  Why  the  middle  country  presented  questions  different  from  New 
England  and  the  South.  Results.  Why  the  South  was  slow  in  develop- 
ment. 

Course  7. — Social,  economic  and  institutional  history  of  the  American 
colonies.  An  exhaustive  study  of  the  rise,  development  and  effect  of  these 
various  phases  of  life  in  each  section  of  the  country,  from  the  founding 
of  the  colonies  to  the  Declaration  of  Independence.  How  it  all  contributed 
to  independence  as  an  assured  fact  and  made  dependence  a  further  im- 
possibility. 

GOVERNMENT. 

Course  1. — The  United  States  constitution  is  the  field  of  study.  Its 
history,  the  meaning  and  the  application  of  each  part.  Historical  illustra- 
tions. The  actual  working  of  institutions  existing  because  of  the  provi- 
sions of  the  constitution. 

Course  2. — State  government.  The  Kansas  constitution  is  the  field  of 
investigation.  Its  formation,  evolution  and  application.  Legislation, 
judicial  rendering,  present  problems. 

EUROPEAN   HISTORY   AND    POLITICAL    SCIENCE. 

Course  1. — Ancient  history.  This  course  offers  a  thorough  elementary 
drill  in  the  essentials  of  general  history  to  the  time  of  Charlemagne. 
Both  first  and  second  semesters. 

Course  2. — Medieval  and  modern  history. 

Courses  3  and  4. — English  history.  Course  3  covers  the  period  from 
the  Roman  conquest  to  the  accession  of  the  Tudors.  Course  4  covers  the 
remainder  of  the  history  of  England  down  to  the  present.  These  courses 
must  precede  any  advanced  work  in  European  history  and  form  the  best 
preparation  for  work  in  American  history.  They  should  be  taken  in 
regular  order,  but  with  the  consent  of  the  department  a  grade  in  either 
course  may  be  given  separately. 


40 


Western  Normal  School. 


THE  MODEL  RURAL  SCHOOL  BUILDING  AS  IT 
(This  building  is  now  in  use  as  a  dining  hall.) 


i 

wm 

n 

■i  jI 

[|"i-i 

•^TI2 

■*i 

««£Slik~ 

§ 

THE  NEW  MODEL  RURAL  SCHOOL  BUILDING. 


Mays,   Kansas. 


41 


LOOKING   FROM   STAGE   TO   AUDIENCE,    IN    THE   AUDITORIUM. 


1 


LOCKING    FROM   AUDIENCE    TO    STACE,    IN    THE    AUDITORIUM. 


42  Western  Normal  School. 

LANGUAGE. 
LATIN. 

Course  1. — Beginner's  Latin.  The  aim  of  this  and  course  2  is  to 
master  the  elements  of  Latin  form,  declension,  conjugation,  comparison 
and  fundamental  rules  of  syntax.  The  acquisition  of  a  vocabulary  is  an 
important  aim  of  this  year's  work. 

Course  2. — Beginner's  Latin.  Text  completed.  Character  of  work  as 
in  course  1. 

Course  3. — Csesar,  books  I  and  II.  Bennett's  grammar.  The  work  of 
extended  translation  is  begun.  A  thorough  drill  in  principles  of  syntax, 
especially  use  of  cases. 

Course  4. — Caesar  (advanced),  books  III  and  IV.  The  work  of 
translation  continues.  The  syntactical  study  emphasizes  the  various 
uses  of  the  subjunctive  mode. 

Course  5. — Cicero.  Four  orations  against  Catiline.  In  addition  to  the 
translation,  special  study  of  conditional  sentences. 

Course  6. — Cicero  (advanced).  Manilian  law,  Marcellus  and  Archias. 
D'Ooge,  Prose  Composition,  and  original  exercises  in  prose.  Study  of  the 
Revolutionary  period  of  Roman  history,  132  B.  C.  to  114  B.  C.  Offered  each 
semester. 

Course  7.— Vergil.  Books  I,  II,  III.  Translation  and  mastery  of  the 
dactylic  hexameter  verse.     Supplementary  mythology. 

Course  8.— Vergil  (advanced),  books  IV,  V,  VI.  Outline  of  Guerber's 
Mythology. 

GERMAN. 

Course  1. — Elementary  German.  Bacon's  German  Grammar,  twenty- 
five  lessons.  Dictation,  memorizing,  oral  reproduction,  beginning  of  orig- 
inal composition,  conversation. 

Course  2. — Elementary  German.  Bacon's  German  Grammar,  lessons 
26  to  50.     Other  work  continued  as  in  course  1. 

Course  3. — Second-year  German.  Bacon's  German  Grammar  com- 
pleted ;  Gerstacker's  Germelshausen.  Other  work  continued  as  in  courses 
1  and  2. 

Course  4. — Second-year  German.  Pope's  German  Composition  com- 
plete; Fulda's  Unter  vier  Augen;  Wildenbruch's  Das  Edle  Blut;  Seidel's 
Leberecht  Huhnchen;  Hatfield's  Lyrics  and  Ballads. 

Course  5. — Third-year  German.  Thomas's  Practical  German  Gram- 
mar, part  I.  Original  themes  and  letters,  oral  and  written  reproductions; 
Schiller's  Wilhelm  Tell,  or  Die  Jungfrau  von  Orleans. 

Course  6. — Third-year  German.  Thomas's  Grammar  completed;  Les- 
sing's  Minna  von  Barnhelm;  Eichendorff's  Ausdem  Leben  eines  Tauge- 
nichts.     Other  work  as  in  course  5. 

Course  7. — Fourth-year  German.  Keller's  Bilder  aus  der  Deutschen 
Literatur;  Hauff's  Lichtenstein ;  Goethe's  Hermann  and  Dorothea. 

Course  8. — Fourth-year  German.  Keller's  Bilder  completed;  Korner's 
Zirny;  Rosegger's  Schriften  eines  Waldschulmeisters.  In  courses  7  and  8, 
original  essays  in  German  on  assigned  themes  will  be  required. 


Hays,  Kansas.  43 

LIBRARY  SCIENCE. 
METHOD  OF  INSTRUCTION. 

There  are  few  textbooks  on  library  subjects,  and  instruction  is  given 
in  the  form  of  lectures  and  assigned  readings,  followed  by  practice  work 
under  supervision,  with  discussion  of  both  theory  and  practice.  Indi- 
vidual research  is  encouraged. 

Course  1. — Elementary  reference.  Lectures,  with  practical  work  fol- 
lowing, to  make  new  students  feel  at  home  in  the  library  and  able  to  use 
it  to  advantage. 

MATHEMATICS. 

ARITHMETIC. 

Course  1. — This  course  covers  the  work  of  the  text  through  the  funda- 
mental operations,  divisors,  multiples,  analysis,  fractions,  decimals,  de- 
nominate numbers,  metric  system,  business  practice,  percentage,  profit 
and  loss,  commission,  trade  discount,  stocks  and  bonds,  taxes,  and  United 
States  revenue. 

COURSE  2. — This  course  completes  the  text,  covering  interest,  true  dis- 
count, bank  discount,  compound  interest,  exchange,  equation  of  accounts, 
ratio  and  proportion,  partnership,  bankruptcy,  involution,  evolution  and 
mensuration.  Emphasis  is  placed  upon  methods  of  presentation.  Open 
to  all  students  who  have  completed  course  1. 

ALGEBRA. 

Course  1. — This  course  covers  the  work  of  the  text  through  the  funda- 
mental operations,  divisors,  multiples,  factoring,  fractions,  integral  equa- 
tions, fractional  equations,  simultaneous  linear  equations,  involution,  evo- 
lution, and  theory  of  exponents. 

Course  2. — This  course  covers  the  work  of  the  text  through  the  topics 
of  surds,  quadratic  equations,  equations  solved  like  quadratics,  simul- 
taneous quadratic  equations,  indeterminate  equations,  ratio  and  propor- 
tion, variation,  progressions,  logarithms.  Open  to  all  students  who  have 
completed  course  1. 

Course  3. — This  covers  the  work  of  Wells'  College  Algebra  through 
the  topics  of  inequalities,  graphics,  binomial  theorem,  harmonical  pro- 
gression, advanced  cases  in  factoring,  determinants,  permutations,  and 
combinations.    Open  to  all  students  who  have  completed  course  2. 

Course  4. — Theory  of  equations,  Wells's  College  Algebra.  Open  to  all 
students  who  have  completed  course  3. 

Course  5. — This  course  covers  the  work  of  the  text  through  the  topics 
of  inequalities,  graphics,  binomial  theorem,  harmonical  progression,  de- 
terminants, permutations,  and  combinations.  Open  to  all  students  who 
have  completed  course  4. 

Course  6. — Theory  of  equations.  Open  to  all  students  who  have  com- 
pleted course  5. 

GEOMETRY. 

Course  1. — This  course  covers  books  I,  II,  III  and  IV  of  the  text. 
Open  to  all  students  who  have  co:nPiLted  algebra  course  2. 

Course  2. — This  course  covers  books  V,  VI,  VII  and  VIII  of  the  text. 
Open  to  all  students  who  have  completed  course  1. 


44  Western  Normal  School. 

trigonometry. 

Course  1.— This  course  covers  the  work  of  the  text  through  plane 
trigonometry  and  the  spherical  through  the  right  and  quadrantal  tri- 
angles. Open  to  all  students  who  have  completed  course  4  of  algebra  and 
course  2  of  geometry. 

SURVEYING. 

Course  1. — This  course  embraces  the  use  of  drawing  instruments,  the 
transit,  plane  table,  solar  compass,  and  Y  level — the  ordinary  work  of  the 
county  surveyor.  Each  student  is  required  to  spend  one  hour  per  day  for 
ten  weeks  in  actual  field  work  with  instruments.  Open  to  all  students 
who  have  completed  the  course  in  trigonometry. 

MUSIC. 
VOCAL  MUSIC. 

Course  1. — This  deals  with  the  elements  of  music — pitch,  rhythm,  no- 
tation, sight  reading  in  the  treble  clef.     Designed  for  beginners. 

Course  2. — Two  hours'  credit.  Introduction  of  the  bass  clef;  two-  and 
three-part  singing;  terminology;  minors,  ear  training.  Offered  every 
term. 

Course  3. — Advanced  sight  reading;  four-part  work;  writing  and 
recognition  of  intervals  and  chords. 

PHYSICAL  SCIENCE. 
PHYSICS. 

Course  1. — This  is  an  elementary  course  in  the  mechanics  of  solids  and 
fluids.  It  is  fundamental,  and  is  required  in  the  Normal  Secondary 
course.  The  requirements  for  admission  are  a  year's  work  in  algebra  and 
a  working  knowledge  of  plane  geometry.  Recitations  and  demonstrations 
daily.     Individual  laboratory  work  two  hours  each  week. 

Course  2. — This  course  offers  an  elementary  study  of  sound,  light, 
heat  and  electricity.  It  is  required  in  the  Normal  Secondary  course.  The 
conditions  for  admission  are  the  same  as  for  course  1.  It  should  follow 
course  1,  but  permission  is  sometimes  given  to  reverse  the  order.  Recita- 
tions and  demonstrations  daily.     Laboratory  work  two  hours  each  week. 

CHEMISTRY. 

Course  1. — This  is  a  course  in  inorganic  chemistry  and  includes  a 
study  of  the  fundamental  principles  and  laws  of  the  science  with  a  de- 
tailed study  of  both  nonmetallic  and  metallic  elements.  Much  practice  is 
required  in  the  writing  of  formulas  and  reactions  and  in  the  solving  of 
chemical  problems.  General  experiments  and  demonstrations  are  given  in 
connection  with  the  recitations,  and  a  minimum  of  four  hours  a  week 
laboratory  work  is  required. 

Course  2. — Qualitative  analysis.  This  includes  the  detection  of  acids, 
bases  and  salts  by  several  methods.  A  great  amount  and  variety  of  prac- 
tical work  is  done.     This  is  almost  entirely  a  laboratory  course. 


1 1  ays.   Kansas.  jr> 

PHYSICAL  TRAINING. 
GENERAL  STATEMENT. 

The  primary  object  of  this  depart  merit,  is  to  develop  the  physical  tide 
of  the  young  men  and  women  receiving  instruction  in  this  institution.  \\Y 
believe  that  all  true  education  seeks  to  develop  the  body  in  harmony  with 
the  mind.  A  strong  body  is  necessary  to  support  a  strong  mind.  The 
body  not  only  supports  the  mind,  but  should  also  be  its  servant.  To  se- 
cure this  end  systematic  work  in  this  department  is  necessary. 

We  are  a  normal  school,  and  as  such  we  are  teaching  our  students  to 
become  teachers  in  the  public  schools  of  the  state.  To  this  end  this  de- 
partment seeks  to  qualify  our  students  to  give  intelligent  instruction  in 
physical  training  in  the  schools  where  they  shall  teach  after  leaving  the 
Normal  School. 

All  students  are  required  to  take  work  in  the  department  unless  regu- 
larly excused  on  account  of  physical  infirmities.  Classes  in  light  gymnas- 
tics or  calisthenics  are  held  during  each  hour  during  the  regular  morning 
session,  and  students  having  vacant  hours  in  the  other  departments  are 
enrolled  in  these  classes.  Four  terms  of  twenty  weeks  each  in  calisthenics 
or  equivalent  accepted  work  must  be  taken  before  graduation.  These 
morning  classes  are  mixed,  and  students  take  the  work  in  the  regular 
costume  of  the  classroom.  A  careful  record  is  kept  of  attendance,  and  all 
cases  of  absence  or  tardiness  must  be  excused  by  the  physical  director. 

The  work  of  the  morning  classes  consists  of  free  gymnastics,  long 
wands,  short  wands,  dumb-bells,  rings  and  Indian  clubs. 

The  work  of  each  class  is  arranged  in  accordance  with  the  day's  order, 
and  is  given  under  three  heads:  (1)  Marching  for  a  short  time  at  the  be- 
ginning and  close  of  the  period;  (2)  a  drill  with  some  particular  piece 
of  light  apparatus,  or  free  gymnastics,  arranged  so  as  to  progress  from 
simple  movements  to  complex  and  harder  ones;  (3)  breathing  exercises 
are  given  each  day,  the  object  being  to  produce  the  habit  of  deep  breathing. 
The  best  time  for  this  work  is  during  the  class  rest,  when  about  half 
through  the  drill.  The  arms  and  body  should  be  put  in  a  position  that 
will  enlarge  the  chest  capacity,  and  then  deep  inspiration  taken,  followed 
by  a  deep  expiration. 

HEAVY   GYMNASTICS. 

This  work  is  given  in  afternoon  classes,  and  the  boys  and  girls  work 
separately.  The  girls  wear  the  bloomer  suit,  and  the  work  is  more 
closely  adapted  to  the  special  needs  of  girls  than  is  the  work  of  mixed 
classes  in  the  morning.  The  work  consists  of  more  difficult  free  body- 
building exercises,  work  with  light  apparatus,  gymnasium  games,  and  a 
small  amount  of  work  on  heavy  apparatus. 

In  the  boys'  classes  the  work  consists  of  vigorous  free  body-building 
exercises,  a  small  amount  of  work  with  light  apparatus,  gymnasium 
games,  and  work  on  the  heavy  apparatus.  This  consists  of  the  long  horse, 
high  parallels,  suspended  parallels,  flying  rings,  and  mat  exercises. 

ATHLETICS. 

Under  this  head  come  basket-ball,  baseball,  football,  tennis,  and  track 
and  field  athletics. 

The  Athletic  Association,  organized  in  1905,  provided  for  the  organiza- 
of  sections  in  baseball,  football,  tennis,  basket-ball,  etc.  A  fine  park 
and  ample  courts  offer  rare  facilities  for  outdoor  exercises.  A  small  fee 
is  charged  by  the  association  for  athletic  privileges.  Professionalism  is 
excluded. 


46  Western  Normal  School. 

Basket-ball  teams  are  organized  for  both  boys  and  girls. 

The  boys  play  their  regular  practice  games  in  the  open  gymnasium  and 
have  contests  with  teams  representing  other  schools.  Basket-ball  is 
played  during  the  third  and  fourth  ten  weeks  of  the  school  year,  from 
about  the  middle  of  November  to  the  last  of  March. 

Baseball  begins  with  indoor  practice  about  February  1,  and  continues 
in  the  gymnasium  until  the  weather  permits  practice  on  the  field.  Play 
continues  on  the  field  during  the  spring  and  summer  terms.  The  indoor 
work  is  intended  to  put  the  players  in  good  physical  condition  for  hard 
practice  as  soon  as  they  can  go  to  the  field.  The  baseball  team  plays 
with  teams  from  other  schools. 

Tennis  is  played  during  the  spring,  summer  and  fall  terms.  Many 
students  join  this  section. 

PHYSICAL   TRAINING   FOR     TEACHERS. 

Each  senior  is  required  to  take  a  ten-weeks  course  in  the  theory  of 
physical  training.  This  consists  of  five  recitation  periods  each  week.  It 
consists  chiefly  of  lectures  by  the  physical  director  and  library  references 
for  the  class  to  read.  The  department  has  a  reserve  shelf  in  the  library 
for  books  for  this  class.  These  lectures  treat  of  the  functions  of  exercise, 
a  general  knowledge  of  anatomy,  bathing,  sleep,  rest,  fatigue,  anthro- 
pometry, systems  of  gymnastics,  dress  reform,  first  aid,  etc. 

After  finishing  the  work  in  the  chief's  training  class  each  senior  is  re- 
quired to  command  a  class  in  the  morning  calisthenic  work.  His  work  is 
under  the  direct  supervision  of  the  physical  director,  to  whom  he  is  re- 
sponsible for  the  kind  of  work  he  does.  As  a  substitute  for  this  work,  a 
senior  is  sometimes  permitted  to  assist  in  caring  for  a  class  in  heavy 
gymnastics  or  to  take  charge  and  coach  a  class  in  some  section  of  ath- 
letics. 

SPEECH  ARTS. 

ORAL  ENGLISH. 

Course  1. — Reading.  Anatomy  of  respiratory  and  vocal  organs; 
breath  control;  voice  training  physical  exercises  for  relaxation  and 
poise  of  the  body;  carriage  p'id  address;  technique  of  reading;  how  to 
appeal  to  the  understanding  of  an  audience;  interpretation  of  classics; 
sight  reading;  phonics. 

Anatomy  of  respiratoiy  and  vocal  organs  reviewed;  breath  control;  ad- 
vanced work  in  voice;  principles  of  gesture;  application  of  these  princi- 
ples in  actual  gestures;  responsive  rhythm  exercises;  technique  of  read- 
ing; how  to  appeal  to  the  understanding  and  emotions  of  an  audience; 
interpretation  of  classics;  sight  reading. 

Course  2. — Elocution.  Breath  control;  voice  training;  principles  of 
gesture;  original  gesture  work;  rhythm  exercises;  technique  of  reading; 
how  to  appeal  to  the  understanding,  emotions  and  ivill  of  an  audience ;  in- 
terpretation of  classics;  sight  reading;  repertoire. 

Course  3. — Public  speaking. 

AGRICULTURE. 

The  agriculture  offered  has  for  its  primary  aim  the  training  of  teach- 
ers to  teach  elementary  agriculture  in  the  public  schools,  hence  through- 
out the  courses  special  attention  will  be  given  to  simple,  helpful  experi- 
ments. The  courses  and  work  offered  are  planned  to  enable  the  teacher 
to  lead  the  pupils  to  a  better  understanding  and  acquaintance  with  and  a 


Hays.  Kansas.  47 

deeper  interest  in  the  things  of  their  everyday   life.     To  the  individual 

taking  the  work  here  or  in  any  other  school,  be  it   rural,  high  school, 
mal  or  college,  a  course  in  agriculture  offers  practical  work  of  economic 
value;  especially  does  it  lay  the  foundation  for  future  growth  and  devel 
opment  of  the  pupil.    It  offers,  too,  exceptional  advantages  for  complete 
training  of  eyes,  ears  and  hands,  as  well  as  the  judgmenl  and  reasoning 
powers.     This,  together  with  the  practical  interest,  the  previou 
ence  of  the  pupil,  his  acquaintance  with  the  subject  matter  and  the  con- 
sequent fund  of  facts  at  his  command  upon  which  he  may  draw  for  his 
conclusions,  makes  the  cultural  value  of  this  work  second  to  none. 

The  School  has  exceptional  advantages  for  observation  of  practical 
work.  On  the  School  campus  experimental  and  illustrative  work  will  be 
carried  on.  The  Model  District  School  maintains  a  school  garden  each 
year,  the  management  of  which  is  a  fine  object  lesson.  Added  to  these  is 
the  Fort  Hays  Branch  Experiment  Station  of  the  Agricultural  College 
within  easy  walking  distance,  where  the  classes  may  be  taken  to  see  and 
study  the  solution  of  large  problems  in  farm  crops,  tillage,  animal  hus- 
bandry, horticulture,  irrigation,  construction  of  farm  buildings  and  plan- 
ning of  farm  grounds. 

Course  1. — Elementary  agriculture.  No  prerequisites.  A  brief  study 
of  the  origin  and  nature  of  soils,  principles  of  tillage  and  soil  manage- 
ment, growth  and  care  of  farm,  garden  and  orchard  crops,  and  feeding, 
housing  and  care  of  farm  animals.  This  course  must  be  brief,  but  aims 
to  be  an  introduction  to  work  in  agriculture  and  to  enable  elementary 
teachers  to  introduce  the  work  in  the  rural  schools. 

Course  2. — Soils.  The  class  will  study  the  origin,  texture,  constituents 
and  plant-foods  in  the  soil;  the  principles  of  tillage  and  soil  preparation; 
soil  preservation;  the  care  and  application  of  manures  and  fertilizers, 
with  special  attention  to  the  nitrogen  problem,  and  crop  rotation,  dry- 
land farming  and  moisture  control.  Special  attention  will  be  given  to 
preparation  of  soil  and  for  tillage  of  leading  crops  of  Kansas. 

Course  3. — Farm  crops.  The  farm  crops,  both  forage  and  cereal 
crops,  raised  in  large  quantity,  will  be  studied.  Specimens  of  the  less 
well  known  will  be  examined.  The  course  will  include  preparation  of 
seed-bed,  selection  and  grading  of  seeds,  tillage,  protection  from  ene- 
mies, harvesting,  storing  and  marketing  of  crops.  Special  attention  will 
be  given  to  the  adaptability  and  economy  of  certain  crops. 

Course  4. — Animal  husbandry.  This  course  will  include  feeding:,  hous- 
ing and  caring  for  farm  animals  and  poultry  for  purposes  of  breeding, 
for  market,  or  for  their  products.  Some  time  will  be  given  to  the  study 
of  breeds  and  stock  judging.  Adaptability  and  economy  will  be  empha- 
sized here  as  in  course  3. 

Course  5. — Horticulture.  This  course  will  give  training  in  growing 
and  caring  for  forest,  orchard,  garden  and  ornamental  trees,  shrubs  and 
plants.  Tree-growing,  planting,  pruning,  budding  and  grafting,  plant 
propagation  by  layering,  cuttings,  etc.,  treatment  and  prevention  of  plant 
enemies  and  diseases,  hotbed  and  general  garden  management,  cultivation, 
harvesting  and  marketing,  will  receive  attention  in  the  term's  work. 


48  Western  Normal  School. 

THE  MODEL  DISTRICT  SCHOOL. 

In  answer  to  numerous  inquiries  concerning  the  nature  and  scope  of 
this  branch  of  the  work,  we  herewith  present  such  information. 

Realizing  the  need  for  help  on  the  part  of  the  inexperienced  and  the 
need  for  more  and  better  preparation  for  his  work  and  for  a  better  under- 
standing of  the  problems  and  conditions  which  are  likely  to  confront  him, 
on  the  part  of  the  average  rural-school  teacher  in  general,  the  Model 
District  School  was  established  as  one  of  the  departments  of  the  regular 
teachers'  training  work. 

It  is  hoped  that  here  the  prospective  teacher  and  the  one  eager  to  ad- 
vance in  his  work  may  learn  many  things,  both  in  methods  and  manage- 
ment, which  will  be  of  value;  that  here  he  may  not  only  get  theories,  but 
may  see  some  of  those  theories  put  into  actual  operation. 

The  schoolroom  itself  is  equipped  with  charts,  globes,  maps  (both  relief 
and  political),  sand  table,  work  table,  curio  cabinet,  dictionary,  small 
library,  single  seats  of  graduated  sizes,  pictures,  etc.  All  these  desirable 
and  helpful  things  are  of  such  a  character  as  to  be  easily  within  the  finan- 
cial possibilities  of  the  average  district  school,  and  yet  they  fairly  repre- 
sent essential  elements  in  a  school  where  the  best  work  is  to  be  done. 
Such  equipment,  simple  though  it  may  be,  gives  the  observer  an  idea  of 
the  tools  which  he  must  or  may  wish  to  use  and  with  which  he  should  be 
familiar. 

The  course  of  study  is  the  state  course  prepared  for  the  use  of  the  com- 
mon schools  of  Kansas,  and  the  regular  state  textbooks,  with  such  supple- 
mental work  as  time  and  opportunity  permit,  are  used.  Any  and  all 
grades  may  be  received,  though  as  yet  all  regular  eighth-  and  ninth- 
grade  pupils  have  been  cared  for  in  the  ModeL  Training  School.  Con- 
siderable attention  is  given  to  some  of  the  things  frequently  neglected  in 
most  rural  schools.  Among  these  are  music — simple  and  rudimentary,  to 
be  sure;  drawing  and  color  work  in  water  colors,  crayons,  paper,  etc.; 
woodwork,  requiring  the  knife  only,  for  the  boys;  for  the  girls,  some  sew- 
ing, employing  the  various  basting  stitches,  hemming,  backstitching,  over- 
handing,  etc.,  is  given.  Other  work  which  trains  hand,  eye  and  mind  to 
work  in  unison  is  employed  in  all  grades.  Some  of  the  occupations  are 
paper-folding,  cardboard  construction  work,  weaving,  and  paper  cutting. 
All  such  work  is  found  to  be  advantageous  in  developing  carefulness, 
neatness,  accuracy  and  attention,  as  well  as  in  creating  a  general  interest 
in  all  the  work  of  the  school.  Only  one  period  per  day  can  be  given  to 
these  various  lines,  which  are  generally  considered  as  apart  from  the 
regular  school  subjects,  yet  in  the  course  of  a  year  much  may  be  accom- 
plished. 

At  all  times  pupils  are  encouraged  to  keep  eyes,  ears  and  mind  open 
and  attuned  to  receive  the  lessons  of  beauty  and  utility  which  nature  her- 
self is  ever  ready  to  give,  and  to  understand  that  the  "beautiful  is  as  use- 
ful as  the  useful  and  that  the  useful  is  as  beautiful  as  the  beautiful."  To 
this  end,  various  observations  and  records  concerning  the  manifestations 
of  nature,  which  are  easily  ascertained  by  all,  are  made  from  time  to  time. 
To  assist  in  this  a  cabinet  is  maintained  which  contains  many  things  of 
interest  from  the  animal,  vegetable  and  mineral  kingdoms  and  from  both 
land  and  water.  Pupils  make  frequent  additions  to  the  cabinet  and  from 
it  articles  are  often  taken  to  enliven  some  recitation  or  to  illumine  some 
topic. 

Elementary  agriculture  has  a  place  on  the  program  also,  and  is  a 
favorite  subject  with  all.     A  school  garden  gives  an  opportunity  to  put 


HAYS,   Kansas.  49 

into  practice  some  of  the  theories  and  teachings  of  the  textbook.     No  Rial 
ter  what  faults  the  Squeers  methods  possess,  Squeera  was  not  far  wrong 
in  his, theory  that  pupils  should  put  the  information  gained  into  practical 
use.     The  school  garden  gives  the  opportunity  to  do  this. 

One  feature  of  the  work  of  the  School  is  the  making  and  using  of  much 
"busy-work"  material.  This  is  kept  as  simple  as  possible,  much  of  it 
being  "home-made,"  or  at  least  consisting  of  the  commonest  and  mosl 
cheaply  or  easily  obtainable  material,  in  order  that  it  may  lie  within  the 
possibility  of  any  and  all  teachers  to  possess  or  make.  The  various 
of  such  materials  are  explained  in  order  that  it  be  made  evident  that  then- 
purpose  is  not  only  "to  busy"  the  little  people  who  are  not  able  or  who  are 
only  partially  able  "to  study,"  in  the  usual  acceptance  of  the  term,  but 
that  it  is  to  busy  them  to  some  purpose.  That  is,  its  object  is  to  emphasize 
and  review  some  lesson  previously  taught  or  to  prepare  the  way  for  some 
lesson  which  is  to  follow.  This  line  of  work  is  of  no  small  value  to  the 
beginning  teacher,  inasmuch  as  the  busy  child  is  usually  a  happy  and  a 
good  one,  while  the  idle  child  is  a  menace  to  the  good  of  the  school  and  to 
the  teacher's  peace  of  mind.  It  is  his  right  to  be  employed,  and  the 
teacher  ought  to  be  able  to  provide  for  such  employment.  .  This  the  Model 
District  School  attempts  to  help  him  to  do. 

All  preparatory  and  first-year  students  at  the  Normal  are  required  to 
observe  the  work  of  the  District  School  two  hours  per  week  for  twenty 
weeks.  Once  in  two  weeks  the  teacher  in  charge  holds  a  conference  with 
the  observers,  and  discusses  means,  methods,  plans  and  devices  for  fur- 
thering the  work  and  overcoming  the  difficulties  ordinarily  found  in  the 
one-teacher  school  of  many  grades.  Pedagogical  principles,  as  exemplified 
in  the  work,  are  discussed  and  emphasized  and  the  prospective  teacher  is 
led  to  understand  that  certain  things  are  not  done  just  because  they 
happen  so,  but  because  there  is  a  good  and  sufficient  reason  for  their 
being  so. 

The  pupils  of  the  School  come  to  us  from  various  sources.  Some  are 
from  families  whose  homes  are  in  Hays;  some  from  families  who  have 
come  to  Hays  for  the  special  purpose  of  schooling  their  children;  some 
others  from  the  homes  of  tenants  on  the  "reservation,"  or  from  near-by 
rural  homes.  The  only  laws  governing  their  admission  are,  "first  come, 
first  served,"  and  no  pupils  who  have  first  entered  the  city  public  school 
are   admitted    during   that   school   year. 

Not  less  than  twenty-five  nor  more  than  thirty-five  pupils  are  desired 
at  any  one  time.  Unlike  the  other  departments  of  the  School,  all-day 
sessions  are  maintained. 

Finally,  the  playground  tries  to  present  some  features  not  commonly 
seen  on  rural-school  grounds,  but  which  might  and  should  be  oftener  seen. 
Among  these  are  a  swing,  a  merry-go-round  and  a  teeter-totter  board. 
Other  simple  articles  of  amusement  and  pleasure  are  contemplated. 

Plenty  of  healthful  and  wholesome  amusements  prevent  the  planning  of 
and  the  indulgence  in  mischief,  hence  the  presence  of  such  equipment  is 
conducive  of  good  and  worthy  of  consideration. 


50 


Western  Normal  School. 


A  RESERVATION  LANDSCAPE. 
(Land  belongs  to  the  State  Normal  School.) 


— *-H — r»¥J — : — h-  ..    h 
»  '.»  .  •;  •;  »! — . ..  *  •  • — *~' 


Western 
State  Normal  School. 


Annual  Catalogue  of  the 
Officers  and  Students. 


Tenth  Year-1911-12. 


Vol.  IV,  No.  I. 
Issued  Quarterly  by  the  Western  State  Normal  School. 


HAYS,  KANSAS, 

JUNE,  1912. 


Entered  March  23,  1909.  at  Hays,  Kansas,  as  second-class  matter, 
under  act  of  July  16, 1894. 

4-8199 


Annual  Catalogue  of  the 
Officers  and  Students 


of  the 


Western 
State  Normal  School, 

Hays,  Kansas. 


Tenth  Year -1911-12. 


STATE  PRINTING  OFFICE, 
TOPEKA,  1912. 

4    3199 


L 


Board  of  Regents. 


Term  Expires  in  1913. 

W.  B.  HAM Stockton. 

SHEFFIELD  INGALLS Atchison. 

GEORGE  E.  TUCKER Eureka. 

Term  Expires  in  1915. 

FRANK  McIVOR Hoxie. 

H.  W.  GRASS. LaCrosse. 

CHARLES  LANDER Lindsborg. 

OFFICERS  OF  THE  BOARD. 

President George  E.  Tucker. 

Vice  President Charles  Lander. 

Secretary Frank  McIvor. 

(3) 


School  Calendar. 


1912. 

Jun,  3,  Monday :.—  Opening  of  Summer  School,  First  Term. 

Jan.  21,  Friday.. , 

Jan.  22,  Saturday f   County  Teachers'  Examination. 

Jun.  28,  Friday , 

Jan.  29,  Saturday f   County  Teachers'  Examination. 

Jul.  28,  Friday , 

Jul.  27,  Saturday \   County  Teachers'  Examination. 

Aug.  2,  Friday -  Close  of  Summer  School. 

Sep.  9,  Monday —  First  Meeting  of  Classes  for  Second  Term. 

Nov.  8,  Friday -  Closeof  the  Second  Term. 

Nov.  II,  Monday —  First  meeting  of  Classes  for  Third  Term. 

Nov.  28,  Thursday ( 

Nov.  29,  Friday \   Thanksgiving  Vacation. 

»ec.  20,  Friday j 

1913.  /  Holiday  Recess. 

Jan.  6,  Monday ' 

Jan.  24,  Friday —  Close  of  Third  Term. 

Jan.  27,  Monday —  First  Meeting  of  Classes  for  Fourth  Term. 

Mar.  28,  Friday.. —  Close  of  Fourth  Term. 

Mar.  31,  Monday —   First  Meeting  of  Classes  for  Fifth  Term. 

May  25,  Sunday —  Baccalaureate  Address. 

May  29,  Thursday,      19  .i.  in   —  Commencement  Exercises. 

Jun.  2,  Monday —  Opening  of  Summer  School.     First  Term. 

Aug.  1,  Friday —  Close  of  Summer  Term. 

(4) 


The  Faculty. 

Names  are  printed  in  the  order  of  election. 


PRESIDENT. 

JOSEPH  H    HILL,  A.  M.,  D.  D.  (Kansas  State  Normal  School  and 
Northwestern  University). 

PRINCIPAL. 

WILLIAM  S.  PICKEN  (Kansas  State  Normal  School). 

ASSISTANTS. 

ANNIE  KELLER  (Kansas  State  Normal  School), 

Directress  Model  School. 

ERNEST  B.  MATTHEW*  (Kansas  State  Normal  School), 

Mathematics  and  Public  Speaking. 

LULU  BICE  (Western  State  Normal  School), 

Librarian. 

CHARLES  A.  SHIVELY,  A.  M.   (State  Normal  School  and 
University  of  Kansas), 

Pedagogy. 

JENNIE  E.   NICKLES,  A.  B.   (University  of  Kansas), 

German. 

ANNETTE  FOSTER  (Kansas  State  Normal  School), 

Latin. 

JOHN  S.  BIRD  (Kansas  State  Normal  School), 

Science. 

JULIA  M.  STONE  (Kansas  State  Normal  School), 

Model  District  School. 

JAMES  H.  BEACH  (Kansas  State  Normal  School), 

History  and  Geography. 

CLARENCE  J.  SMITH,  A.  M.   (Fairmount), 

Manual  Training. 

DORA  GRASS,  B.  S.   (Ottawa  University), 

English. 


Absent  on  leave- High  School  Visitor  for  State  Normal  Schools. 

(5) 


6  Western  State  Normal  School. 

ELIZABETH  J.  AGNEW,  B.  S.  (Kansas  State  Agricultural  College), 

Domestic  Economy. 

GEO.  R.  TILFORD,  A.  B.,  B.  C.  S.   (Kansas  State  Normal  School  and 
University  of  City  of  New  York), 

Commerce. 

ELSIE  MACINTOSH  (Western  State  Normal  School), 

Assistant  Librarian. 

JOSIAH  MAIN,  B.  S.  Agr.,  A.  M.  in  Education  (Illinois  State  University) : 

Agriculture  and  Biology. 

CLAUDE  F.  BICE  (Western  State  Normal  School),* 

Physical  Training. 

BESSIE  ARMSTRONG, t  A.  B    (James  Milliken  University), 

Domestic  Art. 


t  Spring  and  summer  terms,  1912. 


A.  H.  KERNS,  Office  Assistant. 
FRED  WAGNER,  Janitor. 
A.  D.  HULL,  Engineer. 


Register  of  Students 


Graduates. 


Arrasmith,  Etta  Leona, 

Belleville. 

Bice,  Vernon  Leslie, 

Plainville. 

Bieker,  Aloysius, 

Schoenchen. 

Bullock,  Carrie  Lucile, 

Hays. 

Campbell,  Eva  May, 

Hays. 

Cave,  LoRee, 

Hays. 

Davis,  Edwin, 

Studley. 

Frankenberger,  Charles  Donald, 

Hays. 

Haas,  Adam  D., 

McCracken. 

Herrman,  Henry  F., 

Liebenthal. 


Ivan,  Barbara  Katherine, 

Col  Iyer. 

Johansen,  James  Walter, 

Codell. 
Lahman,  Orren  O., 

Winona. 

McCarthy,  Mary, 

Hays. 

McGlasson,  Ernest  F., 

Hoxie. 

Moore,  Lily  Ida, 

Hays. 

Morgan,  Prudence  Martha, 

Winona. 

Shively,  Esther, 

Nelson,  Neb. 

Sutton,  Arthur  Taylor, 

Hoxie. 

Unrein,  Anthony, 

Hays. 


Candidate  for  Graduation  in  August. 


Robinson,  John  Lee, 

Codell. 


Post  Graduates. 


Bice,  Clayton  Carlette, 

Plainville. 

Brown.  Evalena, 

Hays. 

Freeland,  Edith, 

Hays. 

Kraus,  Emma  Elizabeth, 

Hays. 

Lund,  Alice  Henrietta, 

Hackberry. 

McVey,  Alpha, 

Togo. 

McVey,  Nellie  Frances, 

Hill  City. 

Moore,  Grover  Cleveland, 

Wayne. 


Picken.  Chat  A., 

Hays. 

Ryan,  Mary  Alice, 

Hays. 

Sites,  Blaine  Edmunds, 

Hays. 

Snyder,  Lucy  Hortense  Hodge, 

Hays. 

Sullivan,  Wallace, 

Thompsonville,  111. 

Turner,  Herschel  Roy, 

Hoxie. 

Virmond,  Mary  Elizabeth, 

Hays. 

Westbrook,  Olive  Ida, 

Hays. 


(7) 


Western  State  Normal  School. 


Second-year  College. 


Almond,  Florence  Emma, 

South  Haven. 

Bodmer,  Caleb  A., 

Bunkerhill. 

Bush,  Mary  Belle, 

Glade. 

Hoxie,  Ella  C, 

Hays. 

McVey,  Marguerite, 

Hill  City. 


McVey,  Ruth  Faye, 

Hill  City. 

Morgan,  Clinton  Hawthorne, 

Winona. 

Morton,  Alice, 

Ellsworth. 

Olson,  Ellen  Amanda, 

Windcm. 


First-year  College. 


Adams,  Selina  Grace, 

Greenfield,  Iowa. 

Baumer,  Luella  Iona, 

Hays. 

Boyd,  Leita  M., 

Logan. 

Campbell,  Marjory  Kerr, 

Salina. 

Carman,  Frank  S. , 

Hays. 

Cloud,  Irene  Claire, 

Wa  Keeney. 

Craige,  Sarah  Mae, 

Colby. 

Davenport,  Luella  Enid, 

Oakley. 

Dyer,  Dora  Mae, 

Hays. 

Evans,  Margaret, 

Hays. 

Forkner,  Georgia  M., 

Ellsworth. 

Frogge,  Mary  Inez, 

Ellis. 

Gill,  May  F., 

Gill. 

Hood,  Mary  Belle, 

Oakley. 

Hopper,  Brownlow, 

Hays. 

Hughes,  Pearl  Elizabeth, 

Englewood. 


Jewell,  Florence, 

Goodland. 

Kerns,  Albert  Harrison, 

Hays. 

King,  Clarence  L., 

Studley. 

Klemm,  Daniel  Frederick, 

Carneiro. 

Lynch,  Maggie  Frances, 

Logan. 

McCarthy,  William  Thomas, 

Hays. 

McMindes,  0.  Clyde, 

Portis. 

Morton,  Charlotte, 

Ellsworth. 

Peppiatt,  Florence  Nell, 

Ellsworth. 

Pestana,  Helen  Cynthia, 

Hays. 

Potter,  Earl  Harrison, 

Lllis. 

Prizer.  Robert  Morris, 

Alton. 

Swan,  Mary  C, 

Emporia. 

Voran,  Andrew  Jackson, 

Hays. 

Wolfe,  Zenobia, 

Wilson. 


Fourth-year  Secondary. 


Beeby,  Charles  Alfred, 

Hill  City. 

Behan,  Ellen  Terry, 

Hays. 

Bice,  Leo, 

Plainville. 

Bigge,  Emma, 

Stockton. 

Bolt,  Willie, 

Lucas. 

Clouse,  Earl, 

Codell. 


Crissman,  Annie  E., 

Hays. 

Ealden,  Mrs.  Kathryn  Elizabeth, 

Hays. 

Garner,  Iona  Bell  (Mrs.  Geo.  Butler), 

Scott  City. 

Hargitt,  Flora, 

Hackberry. 

Hedden,  Miranda, 

Scott  City. 

Leefers,  Harriet  Ellen, 

Rexford. 


Western  STATE  Normal  School 


Fourth-year 

Morgan,  Iva  Margaret, 

Hays. 

Nielsen,  Harry  Martin, 

Fair  port. 

Oakes,  Leslie  Carlylse, 

Grainfield. 

O'Laughlin,  Kathryn  Ellen, 

Hays. 

O'Laughlin,  Margaret  Agnes, 

Hays. 

Rea,  Margaret  Belle, 

Hays. 


Secondary    concluded, 

Sigman,  Cora, 

Colby. 

Smith,  Elsie  Nettie, 

Gill. 

Stover,  Anna  Elizabeth, 

Winona. 

Street,  Estelle, 

Studley. 

Terrill,  Robert  E., 

Cheyenne  Wells.  Colo. 

Whisnant,  Albert  F., 

St.  Francis. 


Third-year  Secondary. 


Bailey,  Elizabeth  E., 

Geneseo. 

Bailey,  Jennie  Irene, 

Geneseo. 

Beeby,  Alice  Maybelle, 

Hill  City. 

Beezley,  Bessie  Elvin, 

Penokee. 

Bigge,  Martha  Anna, 

Stockton. 

Callahan,  Mary  Loretta, 

Hill  City. 

Cave,  Jean, 

Hays. 

Chamberlain,  Eva  Maude, 

Beverly. 

Connelly,  Blanche  Ann, 

Ellis. 

Cook,  Mrs.  Emma  C, 

Oakley. 

Farrell,  Kate  Teresa, 

Palco. 

Gatewood,  Eva, 

Hays. 

Gatewood,  Jesse  Clarence, 

Hays. 

Groff,  Dora  Ethel, 

Ellis. 

Hilborn,  Daisy  Dean, 

St.  Francis. 

Hockenbarger,  Rose, 

Lamed. 

Jacobs,  Mary  Helen, 

Hays. 

Lang,  Anthony  J  , 

Victoria. 

Law,  Alvin  Lloyd, 

Hill  City. 

Leighton,  David  H., 

Catalpa. 


McLain,  Alice  Laura, 

Hays. 

McMindes,  Maude  M., 

Portis. 

Meier,  Andrea  Margaret, 

Hays. 

Mills,  Rosa  Leona, 

Ellis. 

Moore,  Mollie  Elizabeth, 

Hays. 

Moore,  Delia  Pearl, 

Hays. 

Morgan,  Maggie  Belle, 

Agra. 

Paul,  Vera  Leo, 

Hays. 

Peppiatt,  Ethel  Delila, 

Ellsworth. 

Quint,  Mary  Grace, 

Hill  City. 

Reed,  Clarke, 

McCracken  ( Hays ). 

Richmond,  Alfred  B., 

Lucas. 

Spencer,  Nellie  Gertrude, 

Penokee. 

Stock,  Harry  M., 

Hays. 

Stock,  Milo  Guy, 

Hays. 

Stull,  C.  Harry. 

Alton. 

Sturm,  Lawrence  Charles, 

St.  Francis. 

Wagner,  Margaret, 

Hays. 

Winchester,  James  Albert, 

Hays. 

Young,  Frank, 

Salina. 


10 


Western  State  Normal  School. 


Second-year  Secondary. 


Albertson,  Fred, 

Hill  City. 

Applegate,  Chas., 

Norcatur. 

Arnold,  Rebecca  Eldora, 

Hays. 

Bean,  William  H., 

Luray. 

Beezley,  Daisy  Iola, 

Penokee. 

Bodmer,  Emma  Rose, 

Dorrance. 

Born,  Folson, 

Penokee. 

Brown,  Elizabeth  Margaret, 

Russell. 

Brungardt,  Catharine, 

Victoria. 

Caldwell,  Lenora  Virginia, 

Lecompton  (?). 

Caldwell,  Mattie  Belle, 

Lecompton  (?). 

Crissman,  Mary  Margaret, 

Hays. 

Earl,  Claude  H., 

Alton. 

Feitz,  Hattie  Ellinora, 

Hays. 

Fick,  Margaret  Eugenia, 

Healy. 

Gallagher,  Margaret, 

Gypsum  City. 

Gingles,  Blanche  Winifred, 

Glade. 

Gingles.  Hattie  Mae, 

Glade. 

Hargitt,  Mary, 

Hackberry. 

Healey,  Laura  Blanche, 

Wallace. 

Henning,  Ella  Evangelin, 

Wallace. 

Hight,  Allie, 

McDonald. 

Holaday,  Ella, 

Grinnell. 

Ivie,  Grace  Osten, 

Luray. 

Jepson.  Anna  Elizabeth, 

Hoxie. 

Jepson,  Cora  E., 

Hoxie. 

Johnson,  Bessie  Orine, 

Clinton,  Kentucky. 

Johnson,  Ernest  Warner, 

Dresden. 

Johnson,  Lee  Roy, 

Luray. 

Johnson,  Sullivan  W., 

Stratton,  Neb. 


Keough,  William  Joseph, 

Dorrance. 

Keyser,  Edna, 

Wilson. 

Keyser,  Helen, 

Wilson. 

Lund,  Henry  Hyrum, 

Hackberry. 

Luckey,  Leila  Myrtle, 

Clayton, 

Lynn,  Robert  Henry, 

Grand  Pass,  Mo. 

Maben,  Vira, 

Quinter. 

Magill,  Olive  Ada, 

Lucas. 

Marts,  Catherine  B., 

Havensville. 

Moos,  Virginia, 

Menlo. 

Mullen,  Julia, 

Hays. 

Noll,  Karl, 

Ransom. 

Pepper,  Edna  Lenora, 

Utica. 

Pepper,  Frances  Elizabeth, 

Utica. 

Peters,  Mrs.  Elsie  May, 

Beloit. 

Pratt,  Audencia, 

Hays. 

Reed,  Ralph, 

Hays. 

Reed,  Thomas, 

Hays. 

Reynolds,  Lloyd  Dennis, 

Rush  Center. 

Sander,  Nellie  Helena, 

Stockton. 

Smith,  Laura  Louisa, 

Grinnell. 

Spencer,  Elsie  Ceola, 

Penokee. 

Stock,  Earl  Edwin, 

Hays. 

Ten  Eyck,  Lloyd  Ellis, 

Hays. 

Thacker,  Emma  Maye, 

Bunkerhill. 

Thompson,  Eola  Elizabeth, 

Hunter. 

Todd,  Ethel, 

Wilson. 

Wagner,  Katherine  Bertha, 

Hays. 

Whisnant,  Carrol  James, 

St  Francis. 


Wkstkrn  STATE  Normal  School. 


11 


First-year  Secondary. 


Allen,  Flora, 

Hays. 

Allen,  Florence, 

Hays. 

Anderson,  Anna  Mary, 

Coin. 

Applegate,  Forrest, 

Luray. 

Bailey,  Edith  June, 

Geneseo. 

Beamer,  Bertha  C. 

Rosedale. 

Bean,  Ethel  Bell, 

Luray. 

Beckemeier,  Rosa  A., 

Menlo. 

Beeby,  Albert  Edwin. 

Hill  City. 

Beezley,  Idona  M., 

Penokee. 

Beezley,  Leslie, 

Lenora. 

Bigge,  Bertha  Nellie, 

Stockton. 

Blackburn,  Mrs.  Jessie, 

Hays. 

Borin,  Lydia  Celia, 

Stockton. 

Born,  Earl  Thomas, 

Penokee. 

Born,  Mabel  Lenora, 

Penokee. 

Boyd,  Elgie, 

Lenora. 

Boyd,  Mabel  Irene, 

Lenora. 

Brasted,  May  F., 

Logan. 

Caldwell,  Luella  Mary, 

Grinnell. 

Callahan,  M.  Anna, 

Bogxie. 

Callahan,  James  Phillip, 

Bogue. 

Carver,  Melveda, 

Gradan. 

Cerney,  Clara, 

Ellis. 

Cerney,  Ruth  Barbara, 

Ellis. 

Chandler,  Eva  Jeannette, 

Powhattan. 

Chenoweth,  Grace  P., 

Bunkerhill. 

Covalt,  Cora  Enid, 

Morland. 

Cox,  Essie, 

Ellsworth. 

Cullens,  Ruth  Mary, 

Lucas. 

Davidson,  Alma  Dorothea, 

Latham. 


Davidson,  Laur  Lea. 

Latham. 

Davis,  George, 

Studley. 

Davis,  Lucy, 

NeBs  City. 

Davis,  Ray, 

Studley. 

Dengate,  Leona, 

Lucas. 

Dickson,  Cora  Lavinia, 

Woods  ton. 

Dickson,  Ruth  Ann, 

Grain  field. 

Dreiling,  Alex, 

Catherine. 

Dunstone,  Charles  Wesley, 

Ness  City. 

Earnest,  Tobitha  Susie, 

Luray. 

Engel,  Carl  Anton, 

Munjor. 

Fehrenbach,  Ottilia  I., 

Ness  City. 

Felten,  Lucille, 

Hays. 

Fink,  George  Harrison, 

Ellis. 

Fourtner,  Prudence, 

Almena. 

Froelich,  Clara  Lillian, 

Walker. 

Geist,  William  F., 

Walker. 

Gorden,  Claude  M., 

Hill  City. 

Graham,  Henry  Fred, 

W7a  Keeney. 

Grass,  Elsie  Mae, 

Hays. 

Hall,  Mildred. 

Carneiro. 

Hargitt,  Eva  Jane, 

Hackberry. 

Harkins,  Floyd  B., 

Maplehill. 

Harlan,  Beryl, 

Winona. 

Hatcher,  May, 

Hill  City. 

Hawk,  Charles  Alva, 

Colby. 
Healey,  Leona  Evangeline, 

Wallace. 

Hedden,  Nelle, 

Scott  City. 

Hilborn,  Elnora  Elizabeth, 

St.  Francis. 

Hilborn,  Ethel  Vera, 

St.  Francis. 

Hollenbeck,  Ethel, 

Brewster. 


12 


Western  State  Normal  School. 


First-year  Secondary— continued. 


Hollenbeck,  Goldie, 

Brewster. 

Howie,  Hazel, 

Hays. 

Hughes,  Esther  Olive, 

Kanopolis. 

Hull,  Eliphalet  Henry, 

Hays. 

Hull,  Mrs.  E.  H., 

Hays. 

Hulse,  Loydus  Ray, 

Stockton. 

Humphries,  Mabel, 

Lucas. 

Ikenberry,  Chris.  Lee, 

Quinter. 

Irwin,  Clarence  Edson, 

Penokee. 

Ivie,  McClancy, 

Lucas. 

Jamison,  Clara  Elizabeth, 

Quinter. 

Jewell,  Frank  Nelson, 

Hays. 

Johansen,  Lottie  Elvira, 

Codell. 

Johnson,  Julius  S., 

Luray. 

Kirkham,  Vira  M., 

McAllister. 

Kirkman,  Beatrice  Dow, 

Hays. 

Kiser,  Leslie  James, 

Hays. 

Kiser,  Sarnie  La  Rue, 

Hays. 

Koons,  Ethel  Margaret, 

Webster. 

Kinkle,  Roxy  Elmeda, 

Wilson. 

Kutina,  Minnie  Anna, 

Ellis. 

Lang,  Hester  Ann, 

Kanopolis. 

Lang,  Mary, 

Tampa. 

Lankester,  Mildred  Kate, 

Hays. 

Launchbaugh,  Elsie  Rae, 

Studley. 

Law,  Ada, 

Hill  City. 

Linenberger,  Anton, 

Victoria. 

Long,  Verna  Ruth, 

Quinter. 

Lord,  Neta  May, 

Lucas. 

Luther.  Arthur  Wesley, 

Wallace. 

Lynch,  Agnes  Lecelia, 

Logan. 


Lynch,  Ella, 

Logan. 

Lynch,  Kathryn, 

Logan. 

Lynch,  Margaret  E., 

Logan. 

Lynd,  Frank  Harold, 

Ellis. 

Lynd,  Gertrude,  Ellen, 

Ellis. 

Maben,  Clara  Myrtle, 

Quinter. 

Mahlberg,  Lena  Dora, 

Brownell. 

Mahlberg,  Maggie  Lucy, 

Ellis. 

Mann,  Beulah  Ann, 

Hays. 

Mann,  Eldora, 

Hays. 

Marts,  Effie  Evelyn, 

Havensville. 

Marts,  Mae  Orzella, 

Havensville. 

Meyer,  Frances, 

Hays. 

Miller,  George  Richard, 

Hays. 

Mock,  Thomas  Milton, 

Plainville.  R.  3. 

Morgan,  Floy, 

Agra. 

Muir,  Andrew  S., 

Stockton. 

Muir,  Jessie  Alberta, 

Stockton. 

Nead,  Viola  Margaret, 

Hill  City. 

Orth,  Sarah  Mary, 

Hays 

Ottken,  Adelia  Amelia, 

Campus. 

Ottken,  Walter  Dietrick, 

Campus. 

Parks,  Eva  Lena, 

Penokee. 

Patton,  Mrs.  George, 

Beloit. 

Peck,  Edith  L., 

Sylvan  Grove. 

Peirano,  Sarah, 

Holyrood. 

Perkins,  Dollie, 

Ellis. 

Peterson,  Martin  Nathaniel, 

Page. 

Peugh,  Topsy  Nora  Libbie, 

Weskan. 

Poland,  Lester  Leslie, 

Gem. 

Pratt,  Bernice  Zenobia, 

Hays. 


western  State  Norm  \i   Si  hool. 


m 


Fikst-y i:\u   3BOONDAR1 
Prizer.  Mrs.  Florence  Amanda, 

Abilene. 

Pugh,  Alex, 

Lucas. 

Reed,  Charles  Sydney, 

Hays. 

Rhine,  Oliva, 

Quinter. 

Roth.  Joseph, 

Pfeifer. 

Rowe,  Isador  L., 

Fair-port. 

Samuelson,  Ida  Adelia, 

Ellis. 

Schauvliege,  Seraphina, 

Kidderville. 

Sherrow,  Mattie. 

Great  Bend. 

Sigman,  Clinnie, 

Colby. 

Sites,  Sarah  Ethel. 

Hays. 

Smith,  Cecil  Andrew, 

Morland. 

Solomon,  Rosie  Bertha, 

Zurich. 

Spencer,  Ira  Hugh, 

Penokee. 

Spencer,  Mildred  Mae, 

Long  Island. 

Start,  James  Richard, 

McCracken. 


concluded. 


Steed.  Alice  Mae, 

Densmore. 

Stone,  Hattie  Mae, 

Wilson. 

Stout.  Fannie  Anna, 

Fairport. 


Stout.  William  Km- 

Studl.-v. 

Taylor,   l.re. 

Lai 
Thompson.   Lona  l.urina. 
.her. 

Toepfer,  Fred  F.. 

Victoria. 

Tuttle,  Jessie  Flvira, 

Hackberry. 

Ulrey,  John  Harrison, 
Urban.  Adam  J., 

Bison. 

Walker,  Verna, 

Great  Bend. 

Walter.  Lydia, 

Wilson. 

Walz,  Kathryn  Elizabeth, 

Hays. 

Ward,  Ralph  Holmes, 

Hays. 

Weigel,  Bonavent, 

Victoria. 

Weigel,  Raymond, 

Victoria. 

Whisnant.  Edgar  William, 

St.  Francis. 

White.  Anna  F., 

Minneapolis. 

WTilson,  Almeda  Pearl, 

Hays. 

Witt,  Bertha  Helen, 
Walker. 

Wolf,  Walter  Carl, 

Ellis. 


Model  School. 


Adams.  Carl, 

Hays. 

Befort,  Michail, 

Munjor. 

Bissing.  Charles  C. 

Hays. 

Bissing,  Felix  E., 

Hays. 

Bisring,  Richard  E., 

Hays. 

Blackman,  Charles  Grant, 

Hays. 

Campbell,  Thelda  Gertrude, 

Hays. 

Craig,  Alice, 

Hays. 

Dechant,  Peter, 

Antonino. 

Feitz,  Anna  Matilda, 

Hays. 

Froelich,  Edward  Frank, 

Walker. 


Froelich.  Ida  May, 

Walker. 

Goodwin.  Elva, 

Hays. 

Grass,  Edgar  B., 

Hays. 

Griffith,  Howard, 

Hays. 

Gross,  Jacob, 

Hays. 

Leiker.  Minnie  Aquina, 

Hays. 

Main,  Norman, 

Hays. 

Miller.  Lawrence, 

Hays. 

Nolan,  James  L., 

Hays. 

Nulton,  Edna  Elva, 

Hays. 

Pratt,  Earl, 

Hays. 


14 


Western  State  Normal  School. 


Pratt,  George  Ray, 

Hays. 

Shutts,  James, 

Hays. 

Shutts,  William, 

Hays. 

Staab,  Antony, 

Hays. 

Stock,  Leo, 

Hays. 

Stoecklein,  Jacob, 

Munjor. 


Beach,  Edna, 

Hays. 

Beach,  Helen, 

Hays. 

Beach,  Martha, 

Hays. 

Bear,  Madeline, 

Hays. 

Bissing,  John, 

Hays. 

Bissing,  Margaret, 

Hays. 

Blackman,  Agnes, 

Hays. 

Blackman,  Willie, 

Hays. 

Brown,  Edna, 

Hays. 

Cave,  Reece, 

Hays. 

Cowan,  Adelbert, 

Hays. 

Giebler,  Florence, 

Hays. 

Groff,  Lester, 

Hays. 

Hollenbeck,  Mary  Dell, 

Hays. 

Jacobs,  Mary, 

Hays. 

Kanavy,  Georgia, 

Hays. 

Koon,  Leota, 

Hays. 

Lawson,  Gertrude, 

Hays. 

Lawson,  Marjorie, 

Hays. 

Leiker,  Amelia, 

Hays. 

Leiker,  Marguerite, 

Hays. 

Leiker,  Matilda, 

Hays. 

Leiker,  Nicodomius, 

Hays. 

Meyer,  Alfred, 

Hays. 


Model  School— concluded. 
Troth,  Flora, 

Hays. 

Truan,  Myrtle, 

Hays. 

Wagner,  Carrie, 

Hays. 

Wann,  Gilmore, 

Hays. 

Weigel,  John  Peter, 

Hays. 

Wilson,  Clair  Jess, 

Hays. 

Model  Rural  School. 

Miles,  Myron, 

Hays. 

Miles,  Ottis, 

Hays. 

Paul,  John, 

Hays. 

Penney,  Alice, 

Hays. 

Penney,  Ileen, 

Hays. 

Pfannenstiel,  Antony, 

Hays. 

Pfannenstiel,  Catherine, 

Hays. 

Pfannenstiel,  Mary, 

Hays. 

Preston,  Joseph, 

Hays. 

Ringe,  Elmer, 

Hays. 

Runyon,  Everett, 

Hays. 

Runyon,  Olive, 

Hays. 

Shively,  John  Walton, 

Hays. 

Simminger,  Marguerite, 

Hays. 

Smith,  Warren, 

Hays. 

Smith,  Marjorie, 

Hays. 

Still,  Mamie  Ethel, 

Hays. 

Thomas,  Ruby, 

Hays. 

Wagner,  Jennie, 

Hays. 

Walz,  Lincoln, 

Hays. 

Ward,  Avis, 

Hays. 

Ward,  Clyde, 

Hays. 

Wasinger,  Annie, 

Hays. 

Wise,  Arbutis, 

Hays. 


Western  State  Normal  school. 


15 


Correspondence  Students. 


Addington,  Alice, 

Bunkerhill. 

Addington,  Nora, 

Paradise. 

Albers,  Celestine, 

Hays. 

Albertson,  Fred, 

Hill  City. 

Albertson,  Nellie, 

Hill  City. 

Alexander,  Myrtle, 

Cimarron. 

Almond,  Florence, 

Cawker  City. 

Applegate,  Chas., 

Norcatur. 

Armstrong,  Kate, 

Morland. 

Bailey,  Lilly  M., 

]Z-  Geneseo. 

Barnes,  F.  P., 

Hill  City. 

Barnes,  O.  E., 

Penokee. 

Basgall,  M.  A., 

Pfeifer. 

Basgall,  Mrs.  Lizzie, 

Pfeifer. 

Bastin,  Tullah, 

Rexford. 

Bates,  J.  E., 

Prairie  View. 

Bear,  Geo., 

Russell. 

Beeby,  Alice, 

Hill  City. 

Beeby,  C.  A., 

Morland. 

Beeby,  Edwin, 

Hill  City. 

Bennett,  Pearl, 

Palco. 

Beougher,  Hattie, 

Grinnell. 

Bertram,  Mrs.  Mae, 

Oberlin. 

Best,  Charles  H., 

Morland. 

Biggs,  Mabel  E., 

Amy. 

Bird,  M.  H., 

Herndon. 

Bird,  Mildred, 

Stockton. 

Bissell,  Mrs.  Alice, 

Devizes. 

Bjork,  Edna. 

Levant. 

Born,  Folsom, 

Penokee. 

Born,  Mabel, 

Penokee. 


Boughton,  Mrs.  Leric  I ). 

Syr.-i. 

Boyce,  Mrs.  Florence, 

Rexford. 

Boyce,  J.  C, 

Rexford. 

Bratton,  Esther, 

Luray. 

Brooks,  Elwood  M., 

Clayton. 

Broom,  Frank, 

Wakefield. 

Brown,  Alta, 

Garden  City. 

Brown,  Guy  L., 

Morland. 

Brown,  H.  J., 

Dorrance. 

Brown,  J.  C.. 

Dorrance. 

Bryan,  Jno.  A., 

Modoc. 

Bush,  Mary  B., 

Glade. 

Caldwell,  Chas., 

Oakley. 

Caldwell,  Luella, 

Grinnell. 

Callahan,  Jas.  P., 

Bogue. 

Callahan,  Mary  L., 

Bogue. 

Calvin,  L.  F., 

Sm  th  Center. 

Carter,  Belle  M., 

Garfield. 

Cheney,  Miriam, 

Bison. 

Cole,  A.  Leroy, 

Fowler. 

Collie,  Ralph  L., 

Ionia. 

Cook,  Mrs.  E.  C, 

Oakley. 

Cooley,  Margaret, 

Smolan. 

Cooper,  Grace  B., 

Russell. 

Covalt,  Cora, 

Morland. 

Critchfield,  Chas., 

Penokee. 

Dalton,  Alexis, 

Morland. 

Dalton,  Earl, 

Morland. 

Dean,  Mina, 

Morland. 

Degenhart,  Jacob, 

Pfeifer. 

Dickson,  Vinnie, 

Woodston. 


16 


Western  State  Normal  School. 


Correspondence  Students— continu ed. 


Dillenback,  Mary  E., 

Fort  Dodge. 

Downs,  Ethel, 

Pierceville. 

Dunnuck,  Gladys, 

Levant. 

Engel,  Carl  A., 

Munjor. 

Farrell,  Kate, 

Damar. 

Pink,  Harrison, 

Ellis. 

Foglesong,  Fern, 

Oakley. 

Flanders,  Mrs.  Anna  A., 

Hays. 

Flanders,  J.  E., 

Hays. 

Foster,  A.  T., 

Argon  ia 

Freed.  Walter  H., 

Ingalls. 

French,  Edith  G., 

Allison. 

Friend,  Sudie, 

Oakley. 

Frogge,  Inez, 

Ellis. 

Gardels,  Cleve, 

Turkville. 

Gillespie,  Clyde, 

Bushton. 

Gilmore,  Forrest  E., 

Elkader. 

Gleason,  Anna, 

Junction  City. 

Grubb.  J.  D., 

Phillipsburg. 

Gustason,  Nellie, 

Dorrance. 

Gustason,  Sabina, 

Dorrance. 

Halda,  Minnie, 

Utica. 

Hammond,  Vera, 

Portis. 

Hanna.  Gertrude, 

Corpus  Christi.  Tex. 

Hargit,  Eva, 

Quinter. 

Harkness,  Kate, 

Ransom. 

Hatcher,  May, 

Penokee. 

Haworth,  Lela, 

Scott  City. 

Heller,  Roy, 

Cedar  Bluffs. 

Helm,  Josephine, 

Ellsworth. 

Helm,  Mamie  H., 

Great  Bend. 


Hemmert,  Helen, 

Hays. 

Hemphill,  D.  O., 

Norton. 

Henning,  Ella, 

Wallace. 

Hicks,  Virginia  P., 

Lakin. 

Higinbotham,  Ethel, 

Morland. 

Higinbotham,  Clifford, 

Morland. 

Hines,  Edith, 

Ingalls. 

Hockenbarger,  Rose, 

Rozel. 

Hoisington,  Mrs.  Lucy  D. 

Wa  Keeney. 

Holmes,  Lola  G., 

Palco. 

Hoskins,  Laura  B., 

Codell. 

Howard,  Ethel, 

Russell  Springs. 

Hubbs,  Mildred  R., 

Wilson. 

Hughes,  Pearl, 

Meade. 

Hulse,  Ray  L., 

Stockton. 
Hurd,  Glen, 

Goodland. 

Ikenberry,  Gilford, 

Quinter. 

Irwin,  F    W., 

Oakley. 

Irwin,  Joe, 

Hays. 

Irwin,  Myrtle, 

Morland. 

Jantzen,  Ed, 

Rush  Center. 

Johnson,  Asa  L., 

Page. 

Kackley,  Josephine, 

Banner. 

Kellogg,  Ethel, 

Levant. 

Kelly,  J.  P., 

Monument. 

Kohart.  David, 

Penokee. 

Koster,  Anna, 

Hoxie. 

Kraus,  Carl  W., 

Hays. 

Kraus,  Dora, 

Hays. 

Kraus.  Emma, 

Hays. 

Lacy,  Ethel, 

Turkville 


Western  State  Normal  SCHOOL. 


17 


Correspondence  Students— continued. 


Lacy,  Leslie, 

Turkville. 

Lahman,  Julian  R., 

Winona. 

Larison,  Mrs.  Grace, 

McCracken. 

Lees,  W.  H., 

Bird  City. 

Levitt,  Geo.  B., 

Colusa. 

Linhart,  Catherine, 

Cleburne. 

Lord,  Neta, 

Lucas. 

Lund,  Alice, 

Oakley. 

Mahanna,  Esther, 

Menlo. 

Mann,  Elsie, 

Densmore. 

Mattfeld,  John  A., 

Ellsworth. 

Matthew,  Grace, 

Webster. 

Mears,  Geraldine, 

Wallace. 

Mendenhal'l,  Alice, 

Plainville. 

Meyers,  John, 

St.  Francis. 

Miek,  Mrs   Mary, 

Ransom. 

Millard,  Floyd  D., 

Belpre. 

Miller,  M.  N., 

At  wood. 

Milliken,  Clarence  H., 

Hill  City. 

Mitchell,  Mabel, 

Morland. 

Mock,  Ernest, 

Turkville. 

Mock,  Thomas, 

Turkville. 

Mollet,  Ira  D., 

Chanute. 

Moore,  Willie, 

Morland. 

Morgan,  Clinton  H., 

Fredonia. 

Mowry,  A.  J., 

Lucerne. 

Mowry,  Roy, 

Morland. 

Murphy,  John, 

Hunter. 

McCall,  Clair, 

Ed  son. 

McCarthy,  Wm., 

Hays. 

McCloskey,  P.  E., 

Ingalls. 


McConnell,  Ethel  Mae, 

Bunkerhill. 

McCoy,  J.  W., 

McCracken. 

McCoy,  Rachel, 

Wamego. 

McCoy,  Rose, 

Wamego. 

McDill,  Elizabeth, 

Junction  City. 

McEwen,  Pearle, 

Natoma. 

McGill,  Mrs.  L.  L., 

Morland. 

McKee,  Clarence, 

Rexford. 

McKee,  Samuel, 

Rexford. 

McKinley,  Mrs.  O.  E., 

Wallace. 

McKittrick,  Maggie, 

Wilson. 

McMindes,  Maude, 

Portis. 

McNabb,  Bertha, 

Pierceville. 

McNerney,  Anna, 

Lucas. 

McQueen,  Irene, 

Quinter. 

Nelson,  Raymond, 

Wa  Keeney. 

Newport,  G.  I., 

Hodgeman. 

Nichel,  Geo.  L., 

McCracken. 

Norland,  Gladys, 

Lucerne. 

Noll,  Anna, 

Ransom. 

Ochsner,  L.  H., 

Russell. 

Orcutt,  W.  B., 

Norton. 

Osburn,  Edith, 

Fort  Dodge. 

Paine,  Howard, 

Leoti. 

Palmer,  Jessie, 

Achilles. 

Parker,  Ethel, 

Manchester. 

Parker,  Gladys, 

Manchester. 

Patterson,  Jennie, 

Hoxie. 

Pate,  Mrs.  Ada, 

Hays. 

Patton,  Mrs.  Geo., 

Beloit. 

Paul,  Vera  L., 

Brookville. 


18 


Western  State  Normal  School. 


Correspondence  Students  -  concluded. 


Peters,  Mrs.  Elsie  M., 

Plainville. 

Peterson,  Hilma, 

Winona. 

Peterson,  Malcolm, 

Monument. 

Phillips,  J.  P., 

Goodland. 

Potter,  E.  H., 

Clay  Center. 

Pratt,  Audencia, 

Zurich. 

Pratt,  Geo.  F., 

Hoxie. 

Quint,  Grace  M., 

Bogue. 

Reed,  Ada, 

Turkville. 

Reed,  Bertha, 

Turkville. 

Reed,  Ralph, 

Turkville. 

Reilly,  Ona, 

Atwood. 

Rice,  Lena, 

Lorraine. 

Robbins,  Meredith, 

Russell. 

Ross,  Evelyn, 

Ness  City. 

Ross,  Fred  E., 

Webster. 

Ross,  Wilbur, 

Shields. 

Rouse,  Ruby, 

Selden. 

Rudy,  S.  C, 

Penokee. 

Rudy,  Dolly, 

Penokee. 

Sander,  Emma  M., 

Webster. 

Sander,  Nellie  H., 

Stockton. 

Scheetz,  Minnie  M., 

Jennings. 

Scott,  Burton  F., 

Allison. 

Scott,  S.  R., 

Grinnell. 

Seltzer,  Edith  B., 

Morland. 

Shauers,  Leslie, 

Brownell. 

Shepherd,  Jennie, 

Hadensville. 

Sigman,  Cora, 

Colby. 

Skenyon,  Grace, 

Stockton. 

Smith,  Cecil, 

Morland. 


Smith,  Laura, 

Oakley. 

Smith,  Vera, 

Morland. 

Snow,  Mrs.  Anna, 

Russell. 

Songer,  Lela, 

Quinter. 

Sprague,  W.  A., 

Grinnell. 

Stephenson,  Walter, 

Meade. 

Stevens,  Maude, 

Wallace. 

Stone,  M.  F., 

Dorrance. 

Sullivan,  Wallace, 

Kipp. 

Sullivan,  Mrs.  Wallace, 

Kipp. 

Swain,  Orin, 

Morland. 

Switzer,  Mrs.  Lizzie  A.,. 

Norton. 

Thielbar,  Ida, 

Oberlin. 

Tompson,  Louis, 

Morland. 

Tompson,  Otis, 

Morland. 

Thompson,  Wm., 

Alexander. 

Tointon,  Flora  A., 

Smith  Center. 

Turner,  Harley  R., 

Lewis. 
Turner,  Ruth  E., 

Lewis. 

Van  Dyke,  Genevieve, 

Morland. 

Waite,  F.  E., 

Morland. 

Walden,  Vallie, 

Hoxie. 

Walts,  Oliver, 

Morland. 

Welch,  F.  E., 

Princeville. 

White.  Grace  L  , 

Hill  City. 

Williams,  Bessie  E.  M.„ 

Russell  Springs. 

Wilson,  Emma  F., 

Garden  City. 

Wilson,  Milla, 

Bison. 

Wolfe,  L.  E., 

Oakley. 

Zimmerman,  Mabel, 

Bavaria. 


Western  State  Normal  School. 


19 


Enrollment  Summary. 


Graduates 21 

Post-graduates 16 

Second-year  College 9 

First-year  College „ 31 

Fourth-year  Secondary 24 

Third-year  Secondary 40 

Second-year  Secondary 59 

First-year  Secondary 161 

Model  School 34 

Model  Rural  School _48 

Total  resident  students 443 

*  Correspondence  students,  not  enrolled  in  residence 203 

Grand  total 646 

"Note.— While  f  orego  ng  roll  shows  a  total  of  247  Correspondence  students,  44  of  them  have 
already  been  listed  in  preceding  lists,  and  therefore  but  203  are  listed  in  summary  as  corres- 
pondence students. 


List  o£  Counties  Represented  by  Resident  Students. 


1 

3 

6 

4 

14 

1 

Brown 

Butler 

Cheyenne  

1 

2 

7 

1 

2 

194 

19 

18 

38 

1 

4 

2 

10 

1 

1 

Mitchell 

Ness 

Norton 

Thomas 

Trego 

Wabaunsee 

Wallace 

Wyandotte 

STATES. 

Colorado 

...       7 

...      6 

...      1 

5 

1 

1 

Ellis 

Ellsworth 

Gove 

Pawnee 

Phillips 

Rawlins 

Republic 

Rooks 

Rush 

Russell 

Saline 

1 

13 

3 

2 

14 

6 

17 

3 

...       1 
1 

Hodgeman 

Jackson 

Lincoln 

Iowa 

Kentucky 

Missouri 

Nebraska. . 

Total 

...       1 
...       1 
...       1 
...       1 

Lyon 

McPherson 

Marion 

Scott. 

Sheridan 

Sherman 

4 

16 

3 

...  44a 

20  Western  State  Normal  School. 

llllllllllll!lllllllllllllllill!H 


Positions  as  Teachers. 


The  experience  of  the  past  few  years  has  taught 
us  that,  with  the  increased  demand  for  trained 
teachers,  school  boards  and  school  principals  are 
turning  more  and  more  to  the  Normal  School  with 
their  inquiries  for  efficient  teachers.  At  no  time 
during  the  past  year  have  there  been  available 
candidates  tvith  the  necessary  qualifications  to 
meet  all  of  the  demands,  and  ive  have  been  able 
to  place  advantageously  not  only  our  graduates, 
but  many  experienced  undergraduate  teachers. 
The  authorities  of  the  School  are  glad  to  cooperate 
tvith  school  officers  and  to  aid  in  the  discrimi- 
nating selection  of  good  teachers  for  the  schools. 
Correspondence,  therefore,  on  this  subject  is  wel- 
come. Students,  also,  may  be  assured  of  our  de- 
sire to  render  them  courteous  and  intelligent 
service  in  finding  positions.  The  enlargement  of 
opportunity  that  comes  to  the  growing  teacher 
by  attendance  upon  the  Western  State  Normal 
School  is  by  no  means  a  small  element  of  its  value 
to  the  student. 


Iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiw 


General  Information. 


To  the  secondary  course  are  admitted  without  examination  any  young 
people  holding  county  diplomas  or  presenting  credentials  indicating  the 
completion  of  eighth-grade  work.     This  course  includes  sixteen  units. 

Advanced-certificate  students  will  be  granted  credits  or  entered  in  classes 
doing  more  work  in  less  time  than  students  tvith  but  eighth-grade  qualifica- 
tions, in  order  to  enable  the  completion  of  the  four  years'  work  in  three  or 
even  two  years. 

Graduates  of  approved  four-year  high-school  courses,  completing  the 
required  units  of  the  Normal  Secondary  course  or  their  equivalents,  will  be 
admitted  to  the  first  year  of  the  Normal  College,  and  may  complete  the 
course  leading  to  the  life  diploma  in  two  years,  or  to  the  life  diploma  and 
the  degree  in  four  years. 


Diplomas  and  Certificates. 

DIPLOMA  AND  DEGREE. 

The  completion  of  the  four-year  Normal  College  course  entitles  the  grad- 
uate to  a  diploma  and  the  degree  of  bachelor  of  arts  (in  education).  The 
diploma  has  the  same  legal  force  as  a  life  certificate  as  the  diploma  of  the 
two-year  Normal  College  course. 

LIFE  CERTIFICATES. 

On  completion  of  the  two-year  Normal  College  course  a  diploma  is  issued 
which,  without  any  further  inspection  or  approval,  is  a  life  certificate  to 
teach  in  the  public  schools  of  Kansas,  including  those  of  all  classes  of  cities 
and  high  schools.  Students  completing  the  work  in  any  term  of  the  year 
are  entitled  at  once  to  the  legal  privileges  incident  to  graduation ;  but,  ex- 
cept those  completing  work  in  August,  are  listed  with  the  class  of  the  suc- 
ceeding June,  and  their  diplomas  are  usually  issued  at  the  June  commence- 
ment. Students  completing  the  work  in  August  will  be  listed  with  the  class 
of  the  preceding  June.  The  roll  of  the  class  for  graduation  is  made  up  at 
the  beginning  of  the  fifth  term,  nine  weeks  prior  to  Commencement,  and  all 
work  except  such  as  is  included  on  the  class  permit  for  that  term  must  be 
completed  by  that  time  in  order  that  students  may  be  listed  for  graduation 
with  the  class.  Candidates  for  August  graduation  should  be  listed  as  such 
one  week  prior  to  the  commencement  exercises  in  June. 

A  One-year  State  Certificate  is  granted  to  such  students  of  the  West- 
tern  State  Normal  School  as  apply  for  it,  who  have  been  at  least  twenty 
weeks  in  attendance  and  have  completed  successfully  all  the  work  designated 
as  required  for  state  certificate  in  the  Normal  Secondary  course  of  four  years. 
This  certificate  is  not  renewable. 

A  Three-year  State  Certificate  may  be  issued  upon  completion  of  one 
year  of  work  of  the  life-diploma  course,  after  all  the  requirements  for  the 
one-year  state  certificate  have  been  met.     This  certificate  is  not  renewable. 

Manual-training  Certificates  issued  by  the  Kansas  State  Board  of 
Education  are  granted  by  them  to  holders  of  any  valid  teachers'  certificate 

(21) 


22  Western  State  Normal  School. 

who  have  completed  manual-training  courses  1  to  4',  or  equivalent,  and  have 
completed  the  requirements  for  course  6'  and  the  practice  teaching  in  man- 
ual training. 

Following  are  forms  of  certificates  and  diplomas  which  have  heretofore 
been  issued  and  which  will  continue  to  be  issued.  As  the  Manual  Training 
certificate  and  the  degree  of  Bachelor  of  Arts  have  not  yet  been  issued 
these  forms  do  not  here  appear : 

TEACHER'S   CERTIFICATE. 
One  Year. 

This  Certifies  That has  been  in  attendance  at 

THE  WESTERN  STATE  NORMAL  SCHOOL  OF  KANSAS 
twenty  weeks  or  more  and  has  completed  all  the  work  required  and  prescribed  by  the  Board  of 
Regents  for  the  One- Year  State  Certificate,  and  has  also  given  satisfactory  evidence  of  the  other 
qualifications  necessary  to  teach  successfully. 
Hays.  Kansa-,  ,  19 


President  of  the  State  Normal  Schools  of  Kansas. 


Principal  of  the  Western  State  Normal  School. 

In  accordance  with  Section  1  of  Chapter  338.  Session  Laws  of  1905,  this  is  a  legal  certificate 
to  teach  in  any  of  the  schools  of  the  state  except  high  schools.  It  is  good  for  one  year  from  date 
and  will  not  be  renewed. 

Done  at  Topeka,  this day  of 19 

No , 

State  Superintendent. 
TEACHERS   CERTIFICATE. 
Three  Years. 

This  Certifies  That has  been  in  attendance  at 

THE  WESTERN  STATE  NORMAL  SCHOOL  OF  KANSAS 
twenty  weeks  or  more  and  has  completed  all  the  work  required  and  prescribed  by  the  Board  of 
Regents  for  the  Three- Year  State  Certificate  including  all  of  the  subjects  required  for  the  one- 
year  state  certificate,  and  one  year  of  work  additional,  and  has  also  given  satisfactory  evidence 
of  the  other  qualifications  necessary  to  teach  successfully. 
Hays,  Kansas, ,  19 


President  of  the  State  Normal  Schools  of  Kansas. 


Principal  of  the  Western  State  Normal  School. 
In  accordance  with  Section  1  of  Chapter  338,  Session  Laws  of  1905,  this  is  a  legal  certificate 
to  teach  in  any  of  the  public  schools  of  the  state.     It  is  good  for  three  years  from  date  and  will 
not  be  renewed. 

Done  at  Topeka,  this day  of 19 

No 

State  Superintendent. 
LIFE   CERTIFICATE. 
To  All  to  Whom  These  Presents  Shall  Come.  Greeting: 

Be  it  Known  That 

having  completed  the  Course  of  Study  prescribed  by  the  Board  of  Regents  of  the  WESTERN 
STATE  NORMAL  SCHOOL  of  Kansas  leading  to  a  LIFE  DIPLOMA  and  designated  as  the 
Two-Year  Normal  College  Course,  and  having  given  satisfactory  evidence  of  Good  Moral  Char- 
acter and  Ability  to  Teach   is  awarded  this  Diploma  of  said  Institution. 

By  Statutory  Enactment  of  the  State  of  Kansas,  this  Diploma  is  a  LIFE  CERTIFICATE  to 

teach  in  the  Public  Schools  of  the  State,  including  First-  and  Second-Class  Cities  and  High  Schools. 

In  Testimony  Whereof  we  have  hereunto  set  our  hands  and  the  Seal  of  the  Western  State 

Normal  School  of  Kansas.    Done  in  the  executive  hall  of  the  Western  State  Normal 

[seal.]        School  at  the  City  of  Hays,  State  of  Kansas,  this day  of , 

A. D.  19 

board  of  regents. 

President.  President  of  the  Faculty. 

Vit-President. 
Secretary:"  Principal. 


State  Superintendent  of  Public  Instruction. 


General  Information.  23 

Discipline. 

Many  of  our  pupils  have  already  had  some  experience  in  practical  life,  so 
that  they  become  valuable  aids  in  developing  a  healthy  school  sentiment. 
This  renders  few  restraints  necessary.  Still  every  effort  of  the  Faculty  is 
given  towards  making  the  pupils  self-reliant,  self-controlled  men  and  women; 
and  those  whose  best  endeavor  is  not  in  accord  with  this  purpose  are  sum- 
marily dismissed  from  the  School. 

Credits  from  High  Schools. 

The  Principal  and  Falcuty  will  take  pleasure  in  corresponding  with  school 
principals  and  superintendents  who  may  desire  to  make  such  arrangements 
as  may  be  necessary  in  order  that  their  high-school  diplomas  may  admit  can- 
didates to  the  Normal  Department  of  the  School  with  advanced  standing,  or 
who  may  contemplate  adopting  a  course  of  study  which  would  give  gradu- 
ates advanced  standing. 

Students  will  not  be  excused  from  their  classes  to  go  home  before  the 
regular  recesses  begin. 

Absence  from  any  required  exercise  must  be  accounted  for  before  a  student 
can  be  permitted  to  enter  a  succeeding  recitation. 

Students  are  required  to  do  successful  work  in  their  classes  in  order  to 
retain  their  places  in  school.  One  who  does  not  carry  as  many  as  two  studies, 
or  who  habitually  fails  in  studies  taken,  is  required  to  show  the  Principal 
why  he  should  not  be  dismissed. 

Advice. 

Those  proposing  to  enter  are  reminded  of  the  importance  of  being  pres- 
ent at  the  opening  of  the  session.  The  student  who  is  behindhand  then 
rarely  makes  up  what  he  has  lost,  and  will  feel  constantly  increasing  em- 
barrassment throughout  the  entire  term.  The  habit  which  is  thus  indulged 
indicates  a  lack  of  fitness  for  the  profession  of  teaching.  Those  students 
whose  standing  is  to  be  determined  by  examination  should  be  present  on  the 
days  appointed ;  otherwise  they  will  subject  themselves  to  the  inconvenience 
and  expense  of  special  examinations. 

Read  this  catalogue  carefully,  and  write  to  the  Principal  for  any  infor- 
mation that  it  does  not  supply. 

Summer  Term. 

The  summer  term  is  now  one  of  the  regular  terms,  subject  to  same  con- 
ditions of  entrance  and  work  as  any  other  term  of  the  year.  In  1913  it  will 
continue  from  June  2  to  August  1,  inclusive.     Fees  are  as  for  any  other  term. 

Points  to  be  Noted. 

The  Western  State  Normal  School  is  located  at  Hays,  on  the  Union  Pa- 
cific railway,  on  a  part  of  the  Fort  Hays  reservation  contiguous  to  the  town. 

Land.— The  institution  owns  over  4000  acres  of  land,  with  over  two 
miles  of  fine  timber  along  Big  creek,  the  water  of  which,  held  by  a  dam, 
affords  a  magnificent  opportunity  for  boating,  fishing  and  skating,  in  season. 

Buildings.  —The  main  building  is  a  handsome,  substantial  building  of 
stone,  equipped  with  steam  heat,  electric  lights,  city  water,  indoor  water- 
closets,  shower  baths  and  other  modern  conveniences.     In  1907-'08  the  sum 


24 


Western  State  Normal  School. 


of  $40,000  was  spent  for  additions  to  this  building,  making  it  one  of  the 
best  State  Normal  buildings  in  Kansas. 

The  handsome  gymnasium  building  was  completed  in  May,  1906. 

The  legislature  of  1909  appropriated  $30,000  for  heating,  water  and  elec- 
tric-light plant,  which  was  erected  during  1910-'ll. 

A  new  Model  District  School  building  was  ready  for  occupancy  Septem- 
ber 1,  1910. 

An  engineer's  residence,  an  Emergency  Hospital  building,  and  a  large 
frame  building,  a  part  of  the  hospital  building  of  old  Fort  Hays,  now  used 
for  forge  and  ironworking  shop,  complete  the  list  of  institution  buildings. 

The  last  legislature  appropriated  $40,000  for  a  Model  Agricultural  High 
School  building  and  dining  hall.  This  building  will  be  ready  to  use  at  open- 
ing of  fall  term,  September  9,  1912. 

Fees.— The  legislature  of  1911  provided:  "Fees  shall  be  charged  to  each 
student  at  the  State  Normal  School  and  its  auxiliaries  as  follows:  "Stu- 
dents residing  in  states  and  territories  other  than  Kansas,  twenty-five 
dollars  per  year;  fees  for  Model  School  and  special  courses  and  for  all  depart- 
ments of  Summer  School  shall  be  fixed  by  the  board  of  regents." 

Board  and  Rooms.— Good  table  board  has  cost  for  the  past  two  years 
at  the  dining  hall  $2.75  per  week,  with  lodging  at  an  average  of  one  dollar 
per  week— lodging  accommodations  in  private  families.  Living  expenses 
may  be  reduced  below  these  figures  by  self-boarding. 

Examinations  for  County  Certificates— Under  a  state  law,  exam- 
inations for  all  grades  of  county  certificates  are  offered  at  the  School;  pa- 
pers made  in  such  examinations  are  to  be  sent  to  county  of  student's 
selection,  there  to  be  passed  upon  by  county  board  of  examiners,  and  to  re- 
ceive credit  as  if  written  in  presence  of  such  board. 

Additional  Advantages  Offered.— An  enthusiastic  Faculty,  a  fine  li- 
brary, a  well-equipped  laboratory,  a  modern  gymnasium,  a  strong  athletic 
association,  a  helpful  lecture  course,  a  Summer  School  with  regular  Faculty 
in  charge  for  nine  weeks,  an  eighty-acre  campus  with  finest  natural  athletic 
park  in  the  state,  and  a  student  body  unsurpassed  for  energy  and  devotion 
to  work. 

Periodicals  in  the  Library. 


Capital.  Topeka. 
Evening  Journal,  Salina. 
Star,  Kansas  City,  Mo. 


Advocate.  Quinter. 

Advocate,  Waldo. 

Banner.  Bunkerhill. 

Banner,  Holyrood. 

Bee,  Bison. 

Breeder's  Gazette.  Chicago. 

Call,  Beloit. 

Catholio  Advance.  Wichita. 

Chronoscope,  Lamed. 

Commonwealth,  Sharon  Springs. 

Courier,  Brownell. 

Courier,  Norton. 

Democrat,  Liberal. 

Echo,  Wilson. 


DAILIES. 

State  Journal,  Topeka. 
Times,  Kansas  City,  Mo. 

WEEKLIES. 

Empire,  Alton. 

Farmer.  Osborne, 

Free  Press.  Hays. 

Gazette,  Beloit. 

Gazette,  Emporia. 

Gazette,  Plainville. 

Globe.  Dodge  City. 

Globe,  Meade. 

Graphic,  Oakley. 

Harper's  Weekly,  New  York. 

Headlight.  Marion. 

Herald,  Luray. 

Hermes,  Hugoton. 

Independent,  New  York. 


Periodicals  in  the  Library. 


25 


Independent.  Natoma. 

Jewell  County  Monitor.  Mankato. 

Journal,  Kanopolis. 

Journal-Herald.  Dighton. 

Journal  of  Education.  Boston. 

Leader.  Russell  Springs. 

Literary  Digest.  New  York. 

Living  Age.  Boston. 

Messenger,  Ellsworth. 

Nation.  New  York. 

News.  Decatur. 

News.  Ness  City. 

News,  Norton. 

News,  Osborne. 

News,  Winona. 

News-Chronicle.  Scott  City. 

News-Republican.  Hays. 

Nonpareil,  Herndon. 

Normal  Bulletin,  Emporia. 

Outlook,  New  York. 

People's  Reville,  Hill  City. 

Record,  Athol. 

Record.  Hill  City. 

Record,  Marion. 

Record,  Stockton. 

Reporter,  Ellsworth. 

Republic,  Goodland. 


WEEKLIES      roHcltulerf. 

Republic  County  Democrat,  Belleville 

Republican,  Hays. 

Republican,  Hill  City. 

Republican,  La  Crosse. 

Republican,  Logan. 

Republican,  Lyons. 

Review,  Stockton. 

Review-Headlight.  Ellis. 

Rural  New  Yorker,  New  York. 

Saturday  Evening  Post,  Philadelphia. 

Science.  Garrison-on-the-Hudson.  New  York. 

Scientific  American,  New  York. 

Sunflower.  Dresden. 

Tiller  and  Toiler,  Larned. 

Times.  Beloit. 

Times.  Downs. 

Times,  New  York. 

Times.  Oberlin. 

Times,  Plainville. 

Tribune,  Colby. 

Tribune,  Great  Bend. 

Weekly  News,  St.  John. 

Western  Kansas  World,  Wa  Keeney. 

Western  Times,  Sharon  Springs. 

Wochenblatt  der  New  York,  Staats  Zietung. 

Youth's  Companion,  Boston. 


SEMIMONTHLIES. 
Country  Life  in  America,  Garden  City,  N.  Y.      j    To-day's  Magazine,  Canton,  Ohio. 
The  Dial.  Chicago.  I    Western  Normal  Leader,  Hays. 


MONTHLIES. 


American  Educational  Review,  New  York. 
American  Magazine,  New  York. 
American  Penman,  Cedar  Rapids,  Iowa. 
American  Physical  Educational  Review, 

Springfield,  Mass. 
American  Review  of  Reviews,  New  York. 
Association  Monthly,  New  York. 
Atlantic  Monthly,  Boston. 
Book  Review  Digest,  Minneapolis. 
Boston  Cooking  School,  Boston. 
Business,  Detroit. 

Business  Educator,  Columbus,  Ohio. 
Business  Journal,  New  York. 
Century,  New  York. 
Current  Literature,  New  York. 
Delineator,  New  York. 
Dietetic-Hygienic  Gazette,  New  York. 
Educational  Review,  Rahway,  N.  J. 
Electrician  and  Mechanics.  Boston. 
Elementary  School  Teacher.  Chicago. 
Everybody's,  New  York. 
Fruit  Grower,  St.  Joseph,  Mo. 
Good  Housekeeping.  Springfield.  Mass. 
Harper's  Bazar,  New  York. 


Harper's  Magazine,  New  York. 

House  Beautiful,  New  York. 

Interstate  Schoolman,  Hutchinson. 

Journal  of  Geography,  New  York. 

Kansas  School  Magazine,  Emporia. 

Ladies'  Home  Journal,  Philadelphia. 

Playground,  New  York. 

Popular  Mechanics,  Chicago. 

Psychological  Bulletin.  Baltimore. 

Reader's  Guide  to  Periodical  Literature.  Min- 
neapolis. 

School-Home  Education,  Baltimore. 

School  Arts  Book,  Boston. 

School  Board  Journal,  Milwaukee. 

School  Science  and  Mathematics,  Chicago. 

Scribner's.  New  York. 

System,  New  York. 

Table  Talk,  Cooperstown,  N.  Y. 

Technical  World.  Chicago. 

Western  School  Journal,  Topeka. 

Western  School  Journal  of  Education,  Ypsi- 
lanti,  Mich. 

Woman's  Home  Companion,  New  York. 

World's  Work.  New  York. 


Home  Needlework,  Florence,  Mass. 
Manual  Training,  Peoria,  111. 


BIMONTHLIES. 

I    Psychological  Review,  Baltimore. 
I    Vocational  Education,  Peoria,  111. 


QUARTERLIES. 
American  Journal  of  Psychology,  Worcester,    |    Bulletin  of  Bibliography,  Boston. 

Mass.  Pedagogical  Seminary,  Worcester.  Mass. 


26 


Western  State  Normal  School. 


COURSES  OF  STUDY 


I.     The  Normal  Secondary  Course  of   Four  Years. 

To  the  first  year  of  this  course  are  admitted  students  holding  county 
diplomas  or  presenting  other  credentials  indicating  the  completion  of  eighth- 
grade  work.     This  course  includes  sixteen  year-units  of  work. 

II.     The  Normal  College  Course  of  Two  Years. 

This  leads  to  the  life  diploma.  Including  the  four-hour  requirement  in 
physical  training,  a  credit  of  sixty-four  semester  hours'  is  required  for  the 
completion  of  this  course. 

III.     The  Normal  College  Course  of  Four  Years. 

This  leads  to  the  life  diploma  and  the  degree  of  bachelor  of  arts  (in  edu- 
cation). Including  the  four-hour  requirement  in  physical  training,  a  credit 
of  one  hundred  and  twenty-four  semester  hours  is  required  for  graduation. 

Secondary  or  High  School  Course  Outline. 

Subjects  printed  in  small  capital  letters  required:  other  subjects  elective. 
Subjects  in  first  column  run  through  first  half  year. 
Subjects  in  third  column  run  through  second  half  year. 
Subjects  in  central  column  run  through  both  half  years. 

FIRST  YEAR. 

English  1,  2,  3,  4,  5,  6,  7. 
Physiography  1,  2,  3,  4,  5,  6,  7. 
Free-hand  drawing  1,  2,  3,  4,  5,  6,  7. 
Agriculture  1,  2. 
Algebra  1,  2,  3,  4,  5,  6,  7. 
Latin  7. 
German  7. 

Mechanical  drawing  5.  Manual  training  5. 

Penmanship  6.  Bookkeeping  6. 

Domestic  science  3.  Domestic  art  3. 

SECOND  YEAR. 

English  1,  2,  3,  4,  5,  6,  7. 
General  history  1,  2,  3,  4,  5,  6,  7. 
Geometry  2,  4,  5,  6,  7. 
Latin  7. 
German  7. 

Bookkeeping  3,  6.  Typewriting  6. 

Mechanical  drawing  5.  Manual  training  5. 

Botany  1,  2,  3,  4.  Agriculture  1,  2. 

Vocal  music  1.  Domestic  art  3. 

(27i 


28  Western  State  Normal  School. 

third  year. 

*English  1,  2,  3,  4,  5,  6,  7. 

Free-hand  drawing  1. 

Manual  training  5. 

Latin  7. 

German  7. 
Typewriting  6.  Commercial  law  6. 

Advanced  algebra  4.  Solid  geometry  5. 

Zoology  2,  3.  Domestic  science  3. 

Physical  training.  Agriculture  2. 

Chemistry  1,  2,  3,  4,  5,  6,  7.  Botany  1,  2,  3,  4. 

Social  Geography  1,  2,  3,  4,  5,  6,  7.  Civics  1,  2,  3,  4,  5,  6,  7. 

FOURTH  YEAR. 

English  1,  7. 

American  history  1,  3,  6. 

Agriculture  2,  3. 

Physics  4,  5. 
*Oral  English. 

Latin  7. 

German  7. 

Stenography  6. 
Arithmetic  1,  3,  6.  Teaching  1,  2,  5. 

Manual  training.  Physiology  1,  2,  3,  4,  5,  6,  7. 

Psychology  1,  2,  3,  4,  5,  6,  7.  Methods  and  Manage- 

ment 1,  2,  3,  4,  5,  6,  7. 

*  In  addition  to  subjects  printed  above  in  small  capitals,  these  two  units  are  alternatively 
required. 

Free-hand  drawing  of  first  year  is  not  full-time  work,  but  combines  with, 
science  work  to  make  one  unit. 

Explanation  of  Preceding  Schedule. 

The  eleven  full-year  subjects  marked  1,  with  the  twelve  half-year  sub- 
jects marked  1,  constitute  work  of  Standard  Course. 

The  ten  full-year  subjects  marked  2,  with  the  twelve  half-year  subjects 
marked  2,  and  additional  free  electives  to  total  16  units,  make  up  the  Agri- 
cultural Course. 

The  nine  full-year  subjects  marked  3,  with  the  sixteen  half-year  sub- 
jects marked  3,  and  additional  free  electives  to  total  16  units,  make  up  the 
Household  Economy  Course. 

The  nine  full-year  subjects  marked  4,  with  the  eight  half-year  subjects 
marked  4,  and  additional  free  electives  to  total  16  units,  make  up  the  Sci- 
ence Course. 

The  ten  full-year  subjects  marked  5,  with  the  twelve  half-year  subjects 
marked  5,  and  additional  free  electives  to  total  16  units,  make  up  the 
Manual  Arts  Course. 

The  ten  full-year  subjects  marked  6,  with  the  thirteen  half-year  subjects 
marked  6,  and  additional  free  electives  to  total  16  units,  make  up  the  Com- 
merce Course. 

The  thirteen  full-year  subjects  marked  7  and  including  either  Latin  or 
German,  with  the  six  half-year  subjects  marked  7,  and  additional  free  elec- 
tives to  total  16  units,  make  up  the  Latin  or  the  German  Course. 


Courses  of  Study. 


29 


Students  having  spent  at  least  twenty  weeks  in  the  school  as  resident 
students  and  having  completed  any  of  the  above  courses  receive  the  one- 
year  state  certificate. 

College  Course. 

FIRST   YEAR. 

Required—                                                                                               Hours.  Terms. 

Mathematics 4  2 

English 6  3 

Science,  physiology,  biology 4  2 

Physical  training 2  1 

Psychology 2  1 

History. 2  1 

Select  8  hours,  4  terms,  from— 

Foreign  language 8  4 

Domestic  science  and  art 8  4 

Music 4  2 

Mathematics 4  2 

Manual  training 4  2 

Commerce 4  2 

Free  electives 4  2 


10  terms. 


4  terms. 


SECOND  YEAR. 

Required— 

Science,  physiology,  biology 4 

Teaching 4 

History  education 4 

Psychology 4 

General  method 2 

Physical  training 2 

Select  8  hours,  4  terms,  from— 

Science 6 

Drawing 4 

History 4 

Special  methods  in— 

Arithmetic 2 

Geography 2 

History    2 

National  studies 2 

Reading 2 

Grammar 2 

Civics 2 

Elementary  agriculture 2 


Free  electives 


The   foregoing   two   years   fulfill    requirements    for    life 
diploma. 


10  terms. 


.  4  terms. 

2      " 
32  terms. 


30  Western  State  Normal  School. 

THIRD  YEAR. 
Required-  Hours.    Terms. 

History  education 4  2 

Psychology. 4  2 

School  administration 2  1 

History  education  or  school  administration ...     2  1 

Major  courses 10  5 

. . .  11  terms. 

Free  electives 4      " 

FOURTH  YEAR. 
Required—  Hours.    Terms. 

History  education  or  school  administration. . .     2  1 

Psychology  and  physiology 2  1 

Teaching 4  2 

Major  courses 10  5 

. . .  9  terms. 

Free  electives 6      " 

30  terms. 
The  last  two  years  complete  the  four  years'   collegiate 
work  required  for  the  degree. 


Outlines  of  Instruction. 

Unless  otherwise  stated  a  "course"  covers  the  work  of  a  term,  five  recitation 


ARTS. 

Drawing. 

Courses  1  and  I'.  — Free-hand  drawing,  with  pencil,  crayon,  and  brush. 
Twenty  weeks  or  one-half  unit. 

Courses  2  and  2'. —  Advanced  work,  similar  to  course  1.  Twenty  weeks 
or  one-half  unit.  In  each  of  these  courses  there  will  be  required  the  work 
of  an  entire  set  of  different  drawing  books.  There  will  be  models  pre- 
sented from  which  drawings  will  be  made;  simple  landscapes,  with  atten- 
tion to  their  composition,  and  an  occasional  trip  afield  to  draw  from 
Nature's  gallery.  There  are  numerous  references  in  the  library,  and  one 
text  will  be  pursued  to  acquaint  the  learner  with  the  principles  of  drawing, 
with  much  practice  directed  by  the  teacher  to  acquire  technique. 

Course  3.  -  Scientific  perspective.  The  principles  previously  learned 
will  here  be  applied  mechanically,  showing  methods  of  reproducing  forms 
and  shadows  of  forms  with  accuracy  and  precision  on  the  picture  plane. 
Textbook  course.     Ten  weeks. 

Course  3'.  — Course  in  water  color  and  free-hand  drawing.     Ten  weeks. 

Courses  4  and  4'.— Landscape,  water  color,  fruit,  flowers  and  still  life. 
Twenty  weeks. 

Course  5.— Clay  modeling.  Free  modeling  and  tile  work,  such  as  fits 
one  to  teach  in  a  modern  city  system,  with  methods  and  special  attention 
to  equipment.     Ten  weeks. 

Courses  5'  and  6.  —  Design.  A  study  of  decorative  art,  with  practice  in 
its  make-up  and  appropriate  application.     Twenty  weeks. 

Course  6'.  -History  of  art.     Ten  weeks. 

Course  7. —History  of  art,  advanced.  Ten  weeks.  Courses  6'  and  7  in- 
clude a  study  of  the  masters  of  painting,  sculpture  and  architecture,  with 
careful  attention  to  their  masterpieces. 

Home  Economics. 

HOUSEHOLD  ART. 

Course  1.  — Hand  sewing.  This  course  consists  in  hand  sewing  and  is  a 
prerequisite  to  all  the  following  courses  in  household  art.  It  includes  gen- 
eral instruction  in  the  implements  used  for  hand  sewing,  the  proper  position 
of  the  body  and  care  of  the  eyes  while  sewing,  as  well  as  a  full  course  in 
practical  needlework  ;  different  stitches,  their  uses  and  combinations  ;  seams, 
hems,  gathering,  overcasting,  overhanding,  patching,  darning,  piecing  and 
buttonholes,  and  their  application  in  ordinary  sewing. 

Course  1'.  — Combination  of  hand  and  machine  sewing.  Application  of 
stitches  and  seams  learned  in  preceding  course.     Instruction  in  use  and  care 

(31) 


32  Western  State  Normal  School. 

of  sewing  machine.  Discussion  of  appropriate  materials  for  undergarments 
and  suitable  trimmings.  The  student  is  taught  to  take  measures,  draft  pat- 
terns, and  make  for  herself  or  others  a  cooking  apron,  nightdress  and  corset 
cover. 

Course  2.  —Continuation  of  course  1'.  Drafting  patterns  and  completing 
suit  of  underwear.  Accuracy,  neatness  and  forethought  are  taught.  With 
this  a  study  of  textiles,  including  cotton,  linen,  wool  and  silk  fabrics,  is  made, 
with  a  general  study  of  source  and  method  of  preparation  of  material  for 
clothing  purposes;  also  method  of  manufacture,  along  with  proper  uses  of 
sewing  implements. 

Course  2'.  —Dressmaking.  The  pattern  drafting  is  continued,  with  some 
work  in  adapting  patterns  to  designs;  making  of  pattern,  and  cutting,  fitting 
and  making  of  shirt-waist  suit  or  simple  unlined  wash  dress.  Discusskn  of 
choice  in  wash  materials  and  their  cost,  durability  and  adaptability  to  dif- 
ferent forms  and  occasions,  together  with  studies  in  color  combinations  and 
adaptation  to  dress. 

Course  3.— Dressmaking.  Fancy  dress.  Use  of  boughten  patterns. 
Choosing  and  economical  cutting  of  material  of  a  gown  suitable  for  form 
and  complexion  of  student  is  special  feature  of  this  course. 

Course  3'.— Tailoring.  Tailored  dress  or  suit.  Discussion  of  styles  and 
their  suitability  to  certain  persons  and  certain  occasions.  Combinations  of 
colors  and  materials;  trimmings,  etc.,  pressing  and  fitting  are  important 
features  of  this  course.  This  course  is  to  teach  pupil  self-reliance  and  ac- 
curacy. 

Course  4. — Art  needlework.  To  give  pupil  instruction  and  practice  in 
applying  fancy  stitches  to  decoration  of  articles  of  clothing  and  of  house 
furnishing.  The  course  includes  all  common  fancy  stitches.  It  teaches 
combinations  of  colors,  shading,  and  good  and  bad  taste  in  amount  and  kind 
of  decorations  used. 

household  science. 

This  department  stands  for  a  higher  appreciation  of  the  home  and  a 
wider  knowledge  of  everything  that  pertains  to  the  home.  It  stands  for 
the  fourth  R,  right  living.  The  purpose  is  not  really  to  insure  a  knowledge 
of  the  subject,  but  to  develop  habits  of  order,  accuracy,  cleanliness,  neat- 
ness and  self-reliance,  and  to  cultivate  an  appreciation  of  artistic  effect  as 
well  as  utility. 

The  object  of  the  course  is  to  fit  teachers  for  teaching  in  grades  and  sec- 
ondary schools,  also  to  teach  girls  to  do  or  have  done  their  housework, 
cleaning,  cooking,  etc.,  in  the  most  orderly,  systematic  and  hygienic  way; 
to  plan  and  prepare  meals  that  are  both  appetizing  and  nutritious;  to  re- 
move the  drudgery  from  housework  and  living  by  teaching  girls  to  econo- 
mize their  time,  strength,  food  and  money,  and  to  elevate  woman's  work 
to  the  rank  and  level  of  a  science  by  showing  the  close  relation  it  has  to 
the  other  studies  of  school  life. 

Course  1.— Cooking.  Ten  weeks.  This  course  includes  a  study  of  the 
kitchen,  its  care  and  equipment,  fuels,  and  the  classification  of  foods,  with 
experiments  demonstrating  the  principles  underlying  the  cooking  of  carbo- 
hydrates, proteids  and  fats,  and  practice  work  in  the  vegetables,  white 
sauces,  gelatines  and  baking-powder  mixtures. 


Arts.  33 

Course  1'.—  ^ooking.  Ten  weeks.  This  course  includes  a  more  definite 
study  of  proteids  in  ereneral,  with  practice  in  the  cooking  of  meats,  fish, 
clear  soups,  cheese,  milk,  yeast  breads.  Also  the  preservation  of  food  and 
the  principles  underlying  the  canning  and  preserving  of  fruits  and  vege- 
tables, with  practice  work  in  the  making  of  jellies,  jams,  marmalades  and 
pickles. 

Course  2.— Cooking.  Ten  weeks.  This  course  takes  up  the  compari- 
son of  staple  foods  with  regard  to  cost  and  nutritive  value,  marketing,  se- 
lection and  preparation  of  different  cuts  of  meat,  including  poultry  and 
game,  with  practice  work  in  the  preparation  of  salads,  gelatines  and  con- 
fections; also  the  planning,  preparation  and  serving  of  simple  meals. 
Physical  science  chemistry,  course  3,  a  prerequisite. 

Course  2'. —Cooking.  Ten  weeks.  This  course  takes  up  more  advanced 
cooking,  with  practice  work  in  the  making  of  fancy  breads,  pastry,  cakes 
and  frozen  desserts.  It  also  includes  the  planning,  preparation  and  serving 
of  course  breakfasts  and  luncheons  at  a  limited  cost,  members  of  the  class 
acting  as  host  and  hostess. 

Course  3. — Dietetics.  Ten  weeks.  This  course  includes  a  study  of  the 
nutritive  value,  digestibility  and  cost  of  foods;  the  balanced  ration;  com- 
binations of  food  suitable  for  workers,  old  persons, -infants  and  invalids, 
and  economic  dietaries.  A  practical  comparison  is  made  of  the  nutritive 
values  of  the  common  foods  by  computing,  preparing  and  serving  dietaries 
of  specific  cost  in  which  specific  nutrients  are  furnished. 

Course  3'. — Home  nursing.  In  this  course  the  students  are  taught  the 
home  care  of  the  sick,  the  location  and  care  of  the  sick  room,  what  to  do  in 
case  of  accidents  until  the  doctor  comes  and  how  to  assist  him,  and  the  uses 
of  a  few  simple  remedies.  It  includes  also  bathing  and  dressing  the  pa- 
tient, administering  food  and  medicine,  preparation  and  application  of  poul- 
tices, bandaging,  emergencies,  diet  in  disease,  and  practice  in  invalid 
cookery. 

Course  4. — Homj  management  and  laundry  work.  The  purpose  of  this 
course  is  to  acquire  an  intelligent  judgment  regarding  the  management  of 
the  home.  The  value  and  cost  of  home  furnishings  and  their  care,  the 
proper  expenditures  of  income,  the  method  of  keeping  accounts,  and  the 
general  cost  of  living  are  subjects  given  special  study.  Under  laundry 
work  the  study  of  equipment  and  care  of  the  laundry  is  taken  up,  together 
with  the  chemistry  of  cleaning,  the  removing  of  stains,  the  fixing  of  colors, 
and  the  correct  way  of  bluing,  starching  and  ironing  clothes. 

Course  4'.  —  Presentation  of  domestic  science.  This  is  a  course  given 
for  the  preparation  of  teachers,  and  includes  the  making  of  lesson  and 
course  outlines,  demonstrations  in  cooking  in  which  methods  of  teaching 
domestic  science  by  demonstration  and  lecture  are  studied  and  practiced, 
and  the  arrangement  and  equipment  of  laboratories,  together  with  the  cost 
of  equipment  and  supplies. 


34  Western  State  Normal  School. 

Manual  Training. 

Course  1.— Mechanical  drawing-,  consisting  of  the  elements  of  geometric 
drawing,  orthographic  projection,  working  drawing,  blue-printing,  etc. 
Ten  weeks. 

Course  V.  —  Elementary  woodwork.  A  course  in  woodworking  suited  to 
the  upper  grammar  grades,  intended  to  give  practice  in  the  use  of  the  com- 
mon woodworking  tools.  Models  suited  to  carry  into  the  grades  for  the 
students  to  copy  will  be  made.     Ten  weeks. 

^OURSE  2.— Constructive  design.  Course  1  is  required  for  entrance. 
This  is  a  continuation  of  course  1,  and  embraces  orthographic  projections 
drawn  from  the  model,  also  drawings  of  furniture,  etc.,  from  model  and 
from  design.     Isometric  projection  and  blue-printing.     Ten  weeks. 

Course  2'.  —  Cabinetmaking.  Ten  weeks.  Courses  1,  2  and  3  are  pre- 
requisites. 

Course  3.  — Mechanical  drawing  of  turning  models.  Lights  and  shades, 
intersections  and  blue-printing.     Ten  weeks. 

Course  3'.—  Wood  turning.  Ten  weeks.  Each  student  has  ten  weeks' 
practice,  90  minutes  per  day,  at  the  speed  lathe. 

Courses  4  and  4'.  —Advanced  cabinetmaking.     Ten  weeks  each. 

Courses  5  and  5'.  —Farm  mechanics  and  forging.  Elementary  metal 
work,  with  attention  to  pumps,  windmills,  farm  machinery  and  general  farm 
construction.     Ten  weeks  each. 

The  fundamental  operations  of  blacksmithing— drawing  out,  upsetting, 
twisting,  bending,  welding,  hardening,  and  tempering— will  be  taught  by 
the  use  of  a  progressive  system  of  exercises  that  involve  the  manipulation 
of  both  iron  and  steel.  These  exercises  cover  a  wide  range  of  problems 
and  will  be  adjusted  to  suit  individual  or  special  needs. 

Instruction  will  be  given  in  the  building  and  maintenance  of  the  fire;  in 
the  correct  use  of  hammer,  tongs,  anvil  tools,  and  the  general  shop  ap- 
pliances. A  study  of  the  manufacture  of  iron  and  steel  will  be  made  in 
order  to  understand  the  material  with  which  a  blacksmith  works.  Iron  or 
soft  steel  will  be  the  material  first  used  by  the  student.  From  this  he  will 
forge  rings,  bolts,  staples,  hinges,  hooks,  links,  tongs,  wrenches,  etc.  The 
latter  part  of  the  term  will  be  given  to  the  working  of  tool  steel  and  prac- 
tice will  be  had  in  the  forging  and  tempering  of  punches,  chisels,  hammers, 
fullers,  and  many  another  tool  that  may  be  needed  for  a  special  purpose. 

Besides  the  regular  work  in  the  forging  of  iron  and  steel,  the  depart- 
ment plans  to  give  some  practice  in  soldering,  brazing,  babbitting,  pipe  cut- 
ting and  threading,  pump  work,  and  the  running  of  gas  engines. 

This  department  does  not  attempt  to  teach  a  trade,  but  it  gives  the  stu- 
dent a  chance  to  learn  the  fundamental  principles  of  iron  forging  and  to  be- 
come handy  in  doing  work  for  himself.  It  will  enable  one  on  a  farm  to 
sharpen  his  plowshares,  cultivator  shovels,  harrow  teeth,  and  many  other 
jobs  relating  to  the  repair  and  upkeep  of  farm  machinery. 

The  boy  who  desires  to  become  a  blacksmith  by  trade  will  have  a  foun- 
dation on  which  to  build.  He  will  become  a  more  efficient  workman  and 
advance  the  more  rapidly  for  having  taken  this  course. 

For  those  desiring  to  teach  special  attention  will  be  given  to  shop  equip- 


Aims. 


35 


ment,  care  of  tools,  and  the  manner  of  presenting  the  work  to  (lasses. 
They  will  receive  the  same  kind  of  work  and  instruction  that  they  would 
receive  in  any  training  school.  While  this  is  the  first  time  this  work  haB 
been  offered  in  this  school,  our  equipment  is  complete  and  the  latest  and 
best  that  money  can  buy. 

COURSE  6.  —Joinery.  Open  to  any  one.  The  student  in  this  course  works 
out  in  wood  "The  Alphabet  of  Joints."     Ten  weeks. 

Course  6'. —Theory  and  practice  of  manual  training.  This  is  a  lecture 
course  on  equipment,  administration,  purposes,  hi  tory,  etc.,  and  is  a  pre- 
requisite to  the  state  manual-training  certificate.     Ten  weeks. 

Course  7.  — Cardboard  construction,  and  methods  of  teaching  same  to 
middle  grammar  grades.     Ten  weeks.     Open  to  any  one. 

Course  1'.  —  Wood  carving.  Chip  carving,  flat  carving,  relief  carving. 
Ten  weeks. 

Course  8. —Wood  carving.     Advanced.     Ten  weeks. 


THE  CREEK  IN  WINTER. 


36  Western  State  Normal  School. 


BIOLOGICAL  SCIENCES. 

Plant  Biology. 

Courses  1  and  1'.  —  These  courses  take  up  a  study  of  the  forms  and  types 
of  roots,  stems,  leaves,  flowers  and  fruits  (morphology) ;  analysis  and 
classification  of  plants  and  acquaintance  with  the  most  common  plant  fami- 
lies, especially  those  of  economic  importance ;  a  study  of  trees  and  shrubs, 
especially  local  species ;  forestry ;  and  a  study  of  lower  plant  forms,  with 
special  attention  to  bacteria,  yeasts  and  molds  and  their  economic  import- 
ance.    Twenty  weeks. 

Courses  2  and  2'.—  A  study  of  seeds,  their  germination,  and  of  seed- 
lings ;  the  structure  and  functions  of  roots,  winter  buds,  stems,  leaves  and 
fruit,  with  constant  reference  to  t^eir  economic  values;  plant  reproduction, 
digestion,  breathing  and  hygiene.  Review  of  p'ant  analysis  and  classifica- 
tion.    Twenty  weeks. 

Animal  Biology. 

Course  1.— A  study  of  field  animal  life,  especially  insects  and  birds, 
with  special  reference  to  their  relation  to  crops,  to  the  orchard  and  to  the 
home.     Ten  weeks. 

Course  V.  —  This  course  takes  up  especially  the  anatomy  and  physiology 
of  the  vertebrate  animals.  It  also  takes  up  something  of  animal  relations 
arid  racial  development  (ecology).     Ten  weeks. 

Environmental  Biology. 

GEOLOGY. 

Courses  1  and  1'.  — General  geology.  The  two  courses  should  be  taken 
oie  after  the  other,  and  give  four  hours'  credit  in  the  major  in  biology. 
They  include  the  dynamical,  structural  and  historical  geology  of  the  United 
States. 

Courses  2  and  2'.—  Geology  of  Kansas.  The  courses  should  be  taken  as 
are  courses  1  and  1',  and  give  four  hours'  credit.  They  include  studies  of 
soil,  climate  and  forest,  and  work  of  wind,  rain,  moisture  and  running  water. 

Human  Biology. 

Courses  1  and  1'.  —  These  courses  are  required  as  secondary  work.  They 
take  up  the  study  of  human  physiology,  anatomy  and  hygiene,  with  par- 
ticular emphasis  on  hygiene  and  health.     Twenty  weeks. 

Course  2.— Advanced  physiology  in  the  College  course.  Takes  up  gen- 
eral physiology  thoroughly,  with  an  advanced  text  and  with  reference  work. 
Ten  weeks,  2  hours. 


Western  State  Normal  School.  37 


PHYSICAL  SCIENCE. 

Chemistry. 

Courses  1  and  1/.  —Twenty  weeks.  Two  terms  in  inorganic  chemistry, 
including  a  study  of  the  fundamental  principles  and  laws  of  the  science  of 
chemistry,  with  detailed  and  experimental  study  of  all  the  chief  metallic 
and  nonmetallic  elements.  Many  general  experiments  and  demonstrations 
are  given.  A  minimum  of  five  hours  of  laboratory  work  per  week  is  re- 
quired. Wherever  possible  practical  problems  of  industrial  chemistry  are 
made  the  basis  of  scientific  investigation.  (These  courses  may  be  taken 
separately,  but  it  is  better  that  they  be  taken  consecutively  ) 

Courses  2  and  2/.— Twenty  weeks.  Foods  and  fertility.  This  course 
embraces  the  chemistry  of  feeds  and  a  study  of  rations,  testing  and  analysis 
of  the  four  great  classes  of  foods,  tests  for  the  chief  food  elements,  and 
tests  for  food  adulterants;  calorimetry,  thermo- chemistry,  computation  of 
relative  heat  value  of  the  carbohydrates,  the  hydrocarbons  and  the  proteids; 
study  of  the  carbon  cycle,  the  making  of  rations,  and  problems  arising 
therefrom;  investigation  of  fertility,  study  of  the  nitrogen  cycle,  role  of 
humus;  consideration  and  solution  of  practical  problems  of  the  chemistry  of 
foods  and  feeds. 

Course  3.— Ten  weeks.  Household  chemistry.  A  course  covering  the 
chemistry  of  foods  and  food  testing  as  mentioned  in  course  3,  and  in  addition 
the  chemistry  of  cleansing,  washing,  cooking,  stains  and  stain  removal, 
analysis  of  baking-powder  and  other  compounds  used  in  the  household. 
(Especially  planned  for  domestic  science  students). 

Physics. 

Course  1.— Ten  weeks.  Mechanics  of  solids.  This  is  a  fundamental 
course  for  students  who  have  had  little  or  no  work  in  physics.  A  year's 
work  in  algebra  and  a  working  knowledge  of  plane  geometry  is  desirable 
and  strongly  recommended  for  admission.  Fundamental  units,  gravitation, 
curvilinear  motion,  force  work  and  machines  are  the  subjects  of  this  course. 
Recitations  and  demonstrations  three  hours  per  week,  and  laboratory  work 
four  hours  per  week.  Where  possible  visits  are  made  to  industrial  plants 
to  study  the  various  problems  of  mechanics  there  presented. 

Course  V.—  Ten  weeks.  Mechanics  of  fluids  and  sound.  Preparation 
for  admission  the  same  as  for  course  1.  This  course  covers  a  complete 
study  of  fluids  and  sound  as  treated  in  the  best  texts.  In  the  study  of 
fluids  emphasis  is  given  to  practical  application  of  the  principles  and  laws 
investigated;  study  and  value  of  weather  reports;  problems  of  heating  and 
ventilation;  atmospheric  pressure  and  its  importance  in  the  sciences.  The 
study  of  sound  is  of  especial  interest  to  music  students,  the  various  types 
of  musical  instruments  being  treated— pipes,  reeds,  strings,  the  human 
voice.  A  scientific  and  critical  study  is  made  of  the  parts  of  the  piano  and 
the  violin,  each  furnishing  many  practical  and  interesting  problems  of 
sound,  resonance,  etc.      Recitations  and  laboratory  work  as  in  course  1. 


38  Western  State  Normal  School. 

Course  2. —Ten  weeks.  Molecular  physics— heat  and  light.  Should  be 
preceded  by  course  2.  This  course  presents  a  comprehensive  study  of  the 
molecular  phenomena  known  as  heat  and  light;  the  transference  and  trans- 
formation of  heat  and  light  energy,  and  the  attending  phenomena;  the 
nature  of  light,  its  reflection,  refraction  and  dispersion.  Industrial  and 
practical  phases  of  the  subject  are  emphasized,  e.  g.,  cold  storage,  ice 
manufacture,  fractional  distillation,  photography,  the  kitchen  range,  the 
hand  lens,  the  compound  microscope,  etc.     Visits  to  ice  plant  and  light  plant. 

Course  2'.—  Ten  weeks.  Magnetism,  electricity  and  radio-active  sub- 
stances. Though  nt)t  required,  it  is  strongly  recommended  that  course  3 
precede  this  course.  Electrical  machines  which  have  become  familiar  to 
every  one  form  the  basis  for  the  subject  matter  of  this  course.  The  theory 
of  the  subject  is  studied  sufficiently  to  give  a  thorough  understanding  of  the 
principles,  magnetism,  frictional,  static,  and  current  electricity. 


Western  State  Normal  school.  39 


AGRICULTURE. 

Vocational  interests  are  born  early  in  adolescence.  Tn  the  former  non- 
vocational  high  schools  they  were  permitted  to  starve,  BO  that  the  relatively 
few  pupils  who  were  able  to  survive  a  four-year  course,  not  having  been 
average  normal  individuals  at  the  beginning  of  the  course  were  less  bo  at 
its  close,  the  instincts  upon  which  vocations  are  based  having  perished  for 
lack  of  exercise.  It  should  be  the  business  of  the  secondary  school  to  seize 
upon  and  feed  these  nascent  instincts  by  properly  prescribed  school  work. 
This  is  becoming  increasingly  necessary  to  the  economic  good  of  the  indi- 
vidual and  of  the  state.  And  inasmuch  as  the  manual  vocations  of  earlier 
generations  furnish  the  physical  and  mental  activities  which  shape  muscle 
and  mind  of  the  world's  leaders  for  later,  it  is  of  the  highest  importance  in 
the  interest  of  racial  virtue  that  this  source  of  civic  strength  be  idealized 
and  that  its  hardships  be  ameliorated  by  practical  application  of  the  sci- 
ences to  the  vocations.  These  motives  are  eminently  moral  and  justify  the 
inclusion  in  the  curriculum  of  every  high  school  of  that  most  permanent  and 
fundamental  of  the  vocations,  agriculture. 

CORRELATION  WITH    THE  SCIENCES. 

"It  is  the  business  of  secondary  education  to  raise  all  subjects  which  it 
touches  to  the  plane  of  science."  To  be  made  scientific,  agriculture  must 
utilize  and  be  closely  correlated  with  the  physical  and  biological  sciences, 
especially  botany  and  chemistry.  At  the  same  time  these  sciences  have 
their  own  particular  ends  to  achieve.  Our  courses  in  science  and  agriculture 
are  formulated  on  the  conviction  that,  to  a  large  degree,  the  interests  of 
both  agriculture  and  the  sciences  are  best  subserved  by  a  correlation 
whereby  agricultural  materials  and  problems  are  made  the  means  of  teach- 
ing science  for  science's  sake  as  well  as  for  the  needs  of  agriculture.  This 
necessity  diminishes  with  advancing  years,  permitting  a  gradual  divergence 
of  the  scientific  and  the  vocational  courses. 

So  far  as  the  two  are  correlated,  the  sequence  observed  in  the  presenta- 
tion of  agricultural  topics  will  be  the  same  as  that  found  most  suitable  for 
the  sciences.  And  superior  to  both  of  these  subjects,  the  physical  de  elop- 
ment  of  the  child  and  the  psychological  development,  of  which  it  is  a  reliable 
index,  dictate,  so  far  as  ascertainable,  the  character  of  the  appropriate 
school  exercises  in  these  subjects. 

The  vocational  and  scientific  character  and  topical  sequence  of  the  work 
having  been  provided  for,  pedagogical  and  practical  needs  are  best  sub- 
served by  a  seasonal  presentation  such  as  to  make  each  topic  the  subject 
of  study  in  the  school  at,  or  shortly  preceding,  the  time  when  it  is  at  high 
tide  of  interest  in  the  farm  home.  Besides  its  valuable  training  in  voca- 
tional punctuality,  the  anticipation  of  the  season  is  invaluable  in  this  sub- 
ject that  is  so  dependent  upon  local  support. 

OTHER  CORRELATED  SUBJECTS. 

Other  subjects  correlated  with  the  agricultural  work  are  free-hand  draw- 
ing and  arithmetic.  The  need  for  drawing,  as  a  means  of  expression  and 
record  in  the  making  of  agricultural  notes,  is  a  strong  incentive  which  set 
exercises  in  drawing  may  sometimes  lack,  while  the  subject,  agriculture, 


40  Western  State  Normal  School. 

greatly  profits  from  the  character  given  it  by  such  drawings.  Similarly 
arithmetic  both  gives  and  receives  great  benefit  by  being  utilized  to  give 
exact  character  to  principles  that  have  quantitative  relation. 

EXTRA-PROGRAM  ACTIVITIES. 

Owing  to  its  manual  character  and  to  its  attempt  to  utilize  what  the 
home  and  the  community  afford,  agriculture  should  only  to  a  limited  extent 
be  made  a  formal  subject.  Many  of  its  exercises  must  be  extra- program. 
These  may  be  classified  as  excursions  of  observation,  r  ome  projects,  and 
community  services.  Excursions  are  undertaken  to  view  herds,  machinery, 
orchards  and  gardens,  and  field  operations.  A  home  project  is  a  student's 
selected  individual  undertaking  of  vocational  character,  in  which  are  sought 
to  be  inculcated  the  scientific  study  of  the  problems  connected  with  the 
project,  which  may  be  a  cow,  an  orchard,  a  field  crop,  or  a  flock  of  poultry, 
etc.  Besides  exercise  in  the  application  of  science  to  the  solution  of  a 
practical  problem,  the  taking  of  data,  and  the  recording  of  results,  the 
student  is  expected  to  keep  a  complete  financial  accounting  and  to  endeavor 
to  demonstrate  the  economic  possibilities  of  the  project.  Community  serv- 
ices have  for  their  purpose  the  development  of  social  efficiency  in  the 
student.  The  exercises  affording  practice  consist  of  pruning,  spraying, 
budding,  testing  seeds,  milk  and  foods,  identification  and  control  of  pests, 
and  many  others.  Much  attention  is  given  to  these  extra-program  features 
of  the  agricultural  work,  and  they  are  interpolated  at  the  appropriate  time 
in  the  various  agricultural  topics. 

TWO   CLASSES  OF  STUDENTS. 

The  agricultural  high  school  accommodates  two  classes  of  students. 
First,  those  whose  interest  is  primarily  in  the  vocation  of  agriculture, 
which  they  expect  to  pursue  after  completion  of  the  course.  These  give 
the  dominant  character  to  the  school  necessary  to  make  it  a  suitable  ob- 
servation school  for  the  second  class,  who  pursue  its  courses  with  a  view  of 
teaching  them.  This  second  class,  for  which  the  school  primarily  exists, 
are  expected  not  to  divert  it  from  its  former  purpose,  else  they  may  thereby 
impair  the  latter. 

Work  Offered  in  Agriculture. 

1.— Field  Crops.  Chief  attention  is  given  to  wheat,  corn  and  other 
cereals.  History,  morphology  of  the  plant,  ear  and  seed;  judging,  quality, 
selection  and  care  of  seed;  culture  methods;  pests  and  enemies;  care  of 
crop,  distribution,  products  and  uses.  Government  and  state  yearbooks  and 
statistics.     Excursions.     Ten  weeks,  fall  term,  first  year. 

V.—  Animal  Husbandry.  Dairy  cattle:  history,  breeds,  conformation, 
quality,  judging,  care.  Testing  milk  and  its  products.  Beef  cattle:  con- 
formation, breeds,  judging,  production,  market  classification.  Cuts  and 
quality  of  meat.     Excursions.     Ten  weeks,  first  winter  term,  first  year. 

2— Animal  Husbandry.  Horses:  history,  types,  conformation,  breeds, 
action,  defects,  judging,  care,  market  classification.  Swine  and  sheep: 
types,  adaptation,  breeds,  judging.  Poultry:  classes,  breeds,  uses,  judging, 
care.     Excursions.     Ten  weeks,  second  winter  term,  first  year. 

21  —Correspondence  Course.  This  course  is  offered  students  in  ab- 
sentia.   It  includes  prescribed  readings  in  ten  or  more  bulletins,  following 


Agriculture.  41 

topical  outlines  supplied  by  the  department  and  covering  the  general  phftl  I  I 

of  the  subject.     It  is  given  credit  only  after  completion  of  COUTM  8  In  resi- 
dence.    Ten  weeks,  fall  or  winter  term. 

3. -General  Agriculture  for  Teachers.    A  short  course,  Including 
matter  presented  in  courses  1',  2,  3',  4,  4\  5  and  9.     It  is  not  accepted  for 
credit  toward  graduation  except  in  connection  with  course  2',  which  it  tup 
plements  with  laboratory  and  field  work.     Ten  weeks,  spring  term. 

Note.— Courses  2' and  3  must  both  be  completed  successfully  to  gain  any  credit  <>n   either, 
when  they  will  be  given  twenty  weeks'  credit.     Either  may  precede.     Regular  students  ■ 
offered  these  courses,  and  students  having  completed  them  can  «ain  only  ten  additional  weeks' 
credit  should  they  complete  courses  1,  1/  and  2. 

3'.  Horticulture  Orchard  husbandry,  propagation,  pruning,  spray- 
ing and  planting.  Early  gardening,  hotbeds  and  cold  frames.  Seed  identi- 
fication and  testing.  Community  services.  Ten  weeks,  second  winter  term, 
second  year. 

4. —  Horticulture  Kitchen  gardening;  varieties,  culture  methods; 
production  and  marketing  of  a  crop;  school  and  ornamental  gardening. 
Ten  weeks,  spring  term,  second  year. 

4'.  —  Foods  and  Nutrition.  (See  Physical  Sciences— Chemistry,  courses 
2  and  2'.) 

5.  —  Soil  Fertility.  (See  Physical  Sciences- Chemistry,  courses  2  and  2'. ) 

5'.  —  Economic  Entomology.    (See  Biological  Sciences,  courses  1  and  1'. ) 

6  —Diseases  of  Plants  and  Animals. 

6'.— Farm  Mechanics.  Implements,  tractors,  concrete  construction, 
farm  levels,  draughting.     Ten  weeks,  fal  term,  fourth  year. 

7.— Farm  Mechanics.  Blacksmithing,  pipe  fitting,  gasoline  engines, 
pumps,  buildings,  draughting      Ten  weeks,  first  winter  term,  fourth  year. 

7'.  —  Field  Crops  This  course  follows  the  outline  of  course  1,  but,  three 
years  of  science  intervening  between  them,  this  is  more  technical.  Ten 
weeks,  fall  term,  fourth  year. 

8.  —Animal  Husbandry.  This  course  covers  the  same  topics  as  course 
1',  but  in  a  more  technical  manner.  Ten  weeks,  first  winter  term,  fourth 
year. 

8;  —Animal  Husbandry.  This  course  covers  the  same  topics  as  course 
2,  but  in  a  more  technical  manner.  Ten  weeks,  second  winter  term,  fourth 
year. 

9.  — Soil  Physics. 

9'.—  General  Agriculture.  Vocational,  synthetic  and  systematic. 
Capital  and  equipment,  rotation,  diversification,  economy.  Excursions, 
community  services,  home  projections,  investigation  and  theses.  Ten 
weeks,  spring  term,  fourth  year. 


42 


Western  State  Normal  School. 


Western  State  Normal  School.  j:; 


GEOGRAPHY. 

Physiography.  — (See  courses  listed  under  Physical  Science  ) 

Course  1.  — Entire  field.     One  term.      Designed   to  meet  the  needs  of 
public-school  teachers  who  want  a  brief  review.     Review  of  essential  t 
Collection  of  materials.     Methods  of  teaching. 

COURSE  1'.  — Social  geography  of  North  America.  One  term.  A  study 
of  economic  and  social  conditions  as  determined  by  the  facts  of  geography. 

Course  2.  —  Social  geography  of  South  America  and  Europe.  One  term. 
Pursued  by  the  same  methods  as  in  course  1'. 

Course  2'. —  Geography  of  Kansas.  One  term.  Study  of  the  develop- 
ment of  the  West  as  affected  by  geographical  conditions. 

Course  3 —Geography  of  commerce  and  industry.  One  term.  This 
course  should  correlate  with  the  work  of  the  commercial  department. 

Course  3'.  —  Geographical  influences  in  American  history.  One  term. 
An  attempt  to  interpret  the  phenomena  of  American  history  on  the  basis  of 
geographical  facts. 


44  Western  State  Normal  School. 


HISTORY. 

American   History. 

Course  1.  — Entire  field.  One  term.  Designed  to  meet  the  needs  of 
public-school  teachers  who  want  a  brief  review  of  the  subject.  The  aim  is 
to  bring  out  the  essential  facts  and  to  develop  correct  methods  of  teaching. 
The  course  is  based  upon  the  text  of  James  and  Sanford. 

Courses  1'  and  2.  — 1492-1789  Two  terms.  Furnishes  the  basis  of  fact 
for  a  fuller  study  of  the  same  period  in  later  courses.  The  textbook  is  in 
the  hands  of  the  student  as  a  guide,  but  the  work  is  prepared  principally 
from  the  library.  The  investigation  of  the  leading  developments  in  the 
colonial  history  of  North  America. 

Courses  2'  and  2.— 1789-1912.  Two  terms.  A  continuation  of  course  2, 
by  the  same  methods.  The  aim  is  to  present  the  facts  of  economic  and 
social  development  rather  than  the  history  of  political  and  military  move- 
ments. Stress  is  laid  upon  the  mastery  of  essential  facts,  because  this 
course  is  the  groundwork  of  the  special  courses  in  the  National  period. 

Course  3'.  —  Kansas  history.  One  term.  The  work  of  this  course  is 
prepared  wholly  from  the  library.  One  of  the  principal  aims  is  to  make  the 
student  familiar  with  the  methods  of  collecting  history  materials. 

Course  4.  — Exploration  and  discovery,  1000-1607.  One  term.  Must  be 
preceded  by  course  2.  A  study  of  European  conditions  leading  to  the  dis- 
covery of  America  and  of  ancient  life  on  the  American  continent. 

Course  4'.  —  New  England.  One  term.  Must  be  preceded  by  courses  1' 
and  2.  Includes  a  review  of  the  Puritan  movement  in  England  and  the 
causes  leading  to  the  migration  to  New  England.  A  study  of  social  and 
economic  life  as  affected  by  the  conditions  of  geography. 

Course  5. —  Revolution  and  Confederation.  One  term.  Must  be  pre- 
ceded by  courses  \'  and  2.  A  study  of  the  causes,  commercial,  social,  po- 
litical and  others,  that  led  to  the  struggle  for  independence.  The  critical 
period  of  American  history  and  the  impelling  causes  that  brought  about 
union  under  the  constitution. 

Courses  5'  and  6.— Constitutional  period,  1789-1860.  Two  terms.  Must 
be  preceded  by  courses  2'  and  3.  The  important  idea  is  the  growth  of  the 
feeling  of  nationality. 

COURSE  6'.—  Civil  War  and  Reconstruction.  One  term,  Must  be  pre- 
ceded by  courses  2'  and  3,  and  5'  and  6.  A  study  of  methods,  motives, 
policies,  diplomacy,  results,  rather  than  of  the  details  of  military  cam- 
paigns. 

Course  7.  —The  United  States  since  1877.  One  term.  Must  be  preceded 
by  courses  2'  and  3.  Great  industrial  development  in  the  period  following 
the  war.  The  new  South;  railroad  building;  relations  of  capital  and  labor; 
new  standards  in  public  affairs 

Course  1'. —Economic  history  of  the  National  period.  One  term.  Based 
upon  the  text-book  of  Bogart. 


History.  45 

American  Government. 

Course  1.  — Local  and  state  government.     One  term.     A  study  of  the 
origin  of  township,  county  and  city  government.     Development  of  Ameri 
can  state  constitutions.     Principal  functions  of  the  state  in  the  present 
period. 

Course  1'.  —  National  constitution.  One  term.  Development  of  the 
idea  of  union  in  the  thirteen  colonies.  History  of  the  efforts  toward  union. 
History  and  analysis  of  the  federal  constitution. 

COURSE  2. —  State  constitutions.  One  term.  The  constitution  of  Kansas 
taken  as  the  basis  for  study.  Tracing  the  history  of  the  various  provisions  to 
their  sources  in  earlier  constitutions.  Comparison  of  the  present  state  con- 
stitution. 

Course  2'.— Important  decisions  of  the  supreme  court  of  the  United 
States.  One  term.  A  study  of  the  decisions  that  have  had  most  to  do  with 
fixing  the  interpretation  of  the  federal  constitution. 

General  History. 

Courses  1  and  V.—  Ancient  history  covering  the  period  to  Charlemagne. 
Twenty  weeks. 

Courses  2  and  2'.—  Medieval  and   modern  history.     Twenty  weeks. 

Course  3.— -History  of  Greece.    Two  hours. 

Course  3'.—  History  of  Rome.     Two  hours. 

Course  4.  — English  history.  Two  hours.  Covers  the  period  from  the 
Roman  conquest  to  ths  accession  of  the  Tudors. 

Course  4'.— English  history.  Two  hours.  Covers  the  period  from  the 
accession  of  the  Tudors  to  the  present  time. 

Course  5. —The  French  revolution  and  Napoleonic  era.  Two  hours. 
Begins  with  the  industrial  and  philosophic  revolution  about  1750,  ending 
v:  \h  the  reconstruction  of  Europe  in  1815. 

Sociology. 

Courses  1  and  V.— General  sociology.  Four  hours.  The  first  term 
outlines  the  general  field  of  sociological  theory,  literature  and  thought, 
with  a  textbook,  assigned  readings,  papers  and  general  discussions.  The 
second  term  will  follow  with  an  investigation  of  a  variety  of  subjects  deal- 
ing with  dependents,  defectives  and  delinquents,  sociological  legislation  and 
reform,  local  and  urban  life.  Lectures,  assigned  readings,  reports  and  term 
papers. 


46  Western  State  Normal  School. 


DEPARTMENT  OF  COMMERCE. 

In  the  educational  world  one  important  feature  in  the  tendency  of  the 
times  is  to  establish  commercial  courses  in  private  and  high  schools,  thus 
creating  a  demand  for  teachers  in  these  courses.  The  foremost  object, 
then,  of  this  department  is  to  prepare  teachers  of  commercial  subjects  for 
the  high  schools.  The  demand  for  such  teachers  is  steadily  increasing,  and 
at  present  the  demand  for  well-prepared  commercial  teachers  exceeds  the 
supply.     The  student  of  this  line  of  education  has  the  following  advantages: 

1. — He  is  prepared  as  a  special  teacher  in  a  field  not  overcrowded,  and 
with  a  salary  somewhat  above  the  average. 

2.  —He  has  received  a  thorough  training  which  will  fit  him  for  a  business 
career,  should  he  desire  not  to  make  teaching  his  life  work. 

3. —  He  is  prepared  to  enter  the  government  service  as  a  teacher  of  these 
special  subjects,  where  the  salaries  are  good  and  the  positions  permanent. 

4.  — He  is  prepared  for  the  civil  service  of  the  United  states,  which  is  a 
promising  field  for  alert,  ambitious  young  men  and  women  not  afraid  of 
work. 

Penmanship. 

Good  penmanship  is  a  worthy  accomplishment.  It  often  opens  the  door 
to  success.  Other  things  being  equal,  the  best  penman  will  get  the  posi- 
tion. The  muscular- movement  method,  which  is  rapid,  legible  and  easily 
executed,  is  taught. 

Course  1  —Study  of  correct  position.  Ten  weeks.  Practice  on  ovals 
and  various  movement  exercises  until  good  control  and  ease  of  movement 
are  acquired.  Practice  in  making  capital  letters  is  followed  by  drill  on  the 
small  letters.     Work  must  be  arranged  neatly. 

Course  1'.  —  Ten  weeks.  This  course  is  intended  to  immediately  follow 
the  preceding  course.  A  great  amount  of  material  is  given  for  practice; 
business  letters,  business  forms  and  miscellaneous  matter  are  given.  The 
method  of  teaching  is  emphasized,  but  it  is  expected  that  on  completion  of 
the  course  the  student  will  not  only  be  able  to  write  with  ease  plain,  prac- 
tical letter  forms,  but  will  be  able  to  arrange  his  work  on  the  page  with 
regard  to  neatness  and  proportion. 

Bookkeeping  and  Accounting. 

Course  L— Elementary  bookkeeping.  Ten  weeks.  Principles  of  debit 
and  credit.  Forms  of  opening  and  closing  accounts.  Drafts.  Trial  balances 
and  statements.     Day  book,  journal  and  cash  book  are  used. 

Course  1/. — Bookkeeping  and  business  practice.  Ten  weeks.  Business 
forms  are  used,  all  business  papers  being  written  and  handled  by  the  stu- 
dent. The  sales  book,  invoice  book  and  bills  book  are  introduced  as  addi- 
tional books. 

Course  2. —Advanced  bookkeeping.  Ten  weeks.  Commission,  shipping 
and  general  merchandising  business.  Partnership  accounts.  Ledger  ac- 
counts and  statements  are  thoroughly  analyzed.  Loose-leaf  books  are  in- 
troduced. 


Department  of  Commerce.  47 

COURSE  2'.  Agricultural  accounting.  Ten  weeks.  This  course  may  be 
taken  on  completion  of  course  1.  The  work  in  this  course  is  especially 
adapted  to  the  needs  of  the  farm.  All  forms  and  blanks  are  prepared  with 
the  view  of  entering  in  a  systematic  way  all  data  found  on  the  ordinary 
farm.     Accounts  with  herds  and  fields,  with  cost  sheets,  are  carefully  kept. 

COURSE  3.  — Wholesale  business.  Ten  weeke\  Auxiliary  ledgers  and 
special-column  ledgers  are  introduced.  Treatment  of  singh  entry  and 
changing  from  single  to  double  entry.  Manufacturing  statements  are 
analyzed. 

Course  3'.—  Banking  theory  and  practice.  Two  hours.  This  course 
deals  with  the  internal  organization,  management  and  accounting  methods 
of  state  and  national  banks,  trust  companies  and  savings  banks.  White's 
Money  and  Bankir  g  is  the  text  used  for  theory.  The  Modern  Illustrative 
Banking  is  the  text  used  for  practice.  The  practice  work  is  designed  to  re- 
produce as  nearly  as  possible  the  routine  of  a  bank. 

Course  4. —Corporation  accounting.  Two  hours.  The  course  begins 
with  a  brief  history  of  the  development  of  corporations  and  corporation  law 
in  the  United  States.  The  various  books  incidental  to  a  corporation  are  ex- 
plained and  the  modern  forms  are  given.  Numerous  classes  of  capital  stock 
are  fully  explained  and  problems  of  reorganization  are  given.  Several  sets 
of  books  are  opened  and  closed,  to  show  the  distinctive  features  of  corpo- 
rate accounting. 

Course  4'.—  Philosophy  of  accounts.  Two  hours.  Accounting  treated 
from  the  view  of  science  and  its  relation  to  political  economy.  Analysis  of 
complex  accounts  and  statements;  general  principles  of  cost  accounting, 
valuations  involving  interest,  treatment  of  depreciation,  capital  and  revenue 
accounts,  and  the  use  of  statistics  in  determining  the  condition  of  business. 

Commerce. 

Course  1.  — Political  economy.  Two  hours.  This  course  embraces  the 
elements  of  economic  science  and  gives  a  general  view  of  economic  thought. 
A  textbook  is  used,  supplemented  by  lectures,  various  authors  and  library 
references.  This  course  includes  outline  work  in  the  growth  of  founda- 
tional industries,  manufactures  and  transportation,  wealth,  exchanges, 
money,  wages,  rent,  and  economic  functions  of  government  and  govern- 
mental expenditures  and  revenues. 

Course  1'.—  Business  organization.  Two  hours.  A  study  is  made  of 
the  internal  management  of  a  large  business.  The  duties  of  various  de- 
partments, the  advantages  of  various  methods  of  organization,  good  will, 
trade-marks  and  local  interests  are  discussed.  The  course  treats  of  the  or- 
ganization of  corporations  controlling  different  branches  of  industry,  the 
relation  of  one  branch  to  others  and  the  relation  of  each  to  the  parent  com- 
pany. Time  is  given  to  the  study  of  the  market,  advertising,  credits  and 
collections,  accounting  methods. 

Finance. 

Course  1.— Commercial  and  financial  history.  Two  hours.  History  of 
commerce  and  study  of  the  world  commerce  from  the  earliest  times. 
Effect  upon  commerce  of  climate,  geographical  position,  government,  re- 
ligious beliefs,  social  customs  and  economical  theories.     Commercial  con- 


48  Western  State  Normal  School. 

siderations  in  social  policies.  Causes  of  growth  and  retardation  of  commerce. 
Text,  Webster.     Library  work  is  required. 

Course  1'.— Financial  history  of  the  United  States.  Two  hours.  The 
text  is  Dewey's  Financial  History.  The  experience  of  the  United  States 
in  revenue,  banking,  currency,  legislation  in  borrowing  money  and  paying 
debts. 

Course  2.  — Money,  credit  and  banking.  Two  hours.  This  course  in- 
cludes the  nature  and  purpose  of  credit,  its  use  in  industry  and  commerce, 
the  evolution  of  money  and  the  standards  of  the  different  countries,  bank- 
ing functions  and  clearing-houses,  and  the  history  of  state  and  national 
banks  of  the  United  States. 

Commercial  Law. 

Course  1.— Ten  weeks.  Elementary  commercial  law.  Elementary  defi- 
nitions and  principles  of  the  law  of  contracts,  sales,  negotiable  instruments, 
agency,  bailments,  etc.  Standard  law  treatises  are  used  to  supplement  the 
textbook. 

Course  1'.  — Ten  weeks.  A  study  of  business  associations,  including 
partnerships,  joint-stock  companies  and  corporations.  Real  property,  in- 
cluding titles,  contracts  and  transfers.  Insurance  law.  Concrete  cases 
from  the  reported  decisions  of  the  state  and  federal  courts,  and  standard 
law  references  are  used. 

Stenography. 

Cultivation  of  the  ear  in  distinguishing  sounds  and  habits  of  close  atten- 
tion are  requisites  for  the  successful  study  of  stenography.  Accuracy  and 
quick  perception  are  cultivated  from  the  beginning.  Each  principle  pre- 
sented receives  careful  drill.  Word  signs,  contractions  and  phrases  are 
given  from  the  beginning.  Business  letters  are  introduced  early  in  the 
course.  In  transcription,  spelling,  paragraphing  and  arrangement  must  be 
correct.  Miscellaneous  matter  is  introduced  to  increase  vocabulary  and 
supplement  knowledge.  Dictation  includes  business  letters,  legal  forms 
and  other  select  matter.  Emphasis  is  laid  on  reading  shorthand  notes  ar.d 
on  transcriptions.  On  completion  of  the  course  the  student  is  able  to  take 
at  rapid  rate  of  speed  any  ordinary  business  matter. 

Course  1.— Ten  weeks.     Careful  study  of  the  first  half  of  the  text. 

Course  i'.  — Ten  weeks.  Text  is  completed  and  reviewed,  and  practice 
is  given  in  reading  shorthand. 

Course  2.— Ten  weeks.  Dictation  of  business  letters  and  reading  of 
shorthand  notes. 

Course  2'.—  Ten  weeks.  Miscellaneous  dictation,  including  business 
forms,  letters  and  transcriptions.  Much  practice  in  writing  and  transcrib- 
ing is  required. 

Course  3.— Ten  weeks.  This  course  is  prepared  for  students  who  desire 
special  work  in  shorthand. 


Department  op  Commerce.  49 

Typewriting. 

The  touch  system  is  taught  for  two  hours  each  day  throughout  the  year. 
Graded  exercises  designed  to  aid  the  students  in  learning  the  keyboard  pre- 
cede business  letters,  law  forms,  and  speed  practice.  Accuracy  is  the  first 
object,  and  speed  follows  as  a  result  of  careful  practice.  The  pupil  is  early 
taught  the  proper  care  of  the  machine.  Standard  machines  are  used  All 
work  and  tabulations  must  be  arranged  neatly  and  with  system.  Transcript 
work  from  shorthand  notes  is  taken  up  in  the  latter  part  of  the  course. 
Much  dictation  is  given.  To  be  able  to  write  smoothly,  rapidly  and  without 
error  any  kind  of  miscellaneous  business  matter  is  the  ultimate  aim  in  this 
course. 

Course  1.— Ten  weeks.  Mastery  of  the  keyboard.  Diligent  practice  on 
words,  sentences  and  simple  business  letters. 

Course  1'.  — Ten  weeks.  Business  letters,  business  and  legal  forms,  and 
figures. 

Course  2. —Ten  weeks.  Continuation  of  preceding  course,  with  practice 
on  difficult  matter.     Use  of  carbon.     Speed  practice. 

Course  2'.  —Ten  weeks.  Speed  practice.  Study  of  manifolding,  use  of 
carbon  and  mimeograph. 

Course  3  —Ten  weeks.  This  course  is  arranged  for  students  who  desire 
to  do  advanced  and  expert  work. 

English. 

Course  1.  — Mechanics  of  English.  Classroom  work  only.  For  those 
who  do  not  pass  the  examination  required  hereafter  of  all  who  enroll  for  any 
work  in  the  life-certificate  course:  Orthography,  penmanship,  punctuation, 
capitalization,  elementary  work  in  synonyms  and  antonyms,  quotation 
marks,  simple  rules  for  the  paragraph,  letter  forms,  etc.,  in  brief,  general 
mechanical  excellencies,  to  the  end  that  each  prospective  teacher  shall  be 
able  to  present,  as  well  as  to  procure  from  pupils  in  every  grade  of  public 
schools,  good  work  in  manuscript  form.  Students  will  be  passed  from  the 
course  as  soon  as  they  give  evidence  of  efficiency  in  the  work  required. 

Courses  V,  2,  21,  and  3.— The  state  text,  Stebbins's  Progressive  Course 
in  English,  forms  the  basis  of  the  work  offered.  The  reading  and  study 
courses  in  English  classics  will,  as  far  as  possible,  conform  to  "College 
Entrance  Requirements"  for  years  1913,  1914,  1915. 

1.— The  Old  Testament  books— Genesis,  Exodus,  Joshua,  Judges,  Sar.ael, 
Kings,  Daniel,  Ruth  and  Esther.  The  Odyssey  (books  I-V,  XV-XVU  may 
be  omitted).  The  Iliad  (books  XI,  XIII-XV,  XXI  may  be  omitted).  Virgil 
— ^Eneid.  For  any  unit  of  this  group  a  unit  from  any  other  group  may  be 
substituted. 

2. —Shakespeare— Merchant  of  Venice,  Midsummer  Night's  Dream,  As 
You  Like  It,  Twelfth  Night,  Henry  V,  Julius  Caesar. 

3.  —  De  Foe— Robinson  Crusoe  (part  I).  Goldsmith— Vicar.  Scott— 
Ivanhoe  or  Quentin  Durward.  Hawthorne— Seven  Gables.  Dickens- 
David  Copperfield,  or  Tale  of  Two  Cities.  Thackeray— Henry  Esmond. 
Mrs.  Gaskell— Cranford.  George  Eliot— Silas  Marner.  Stevenson— Treas- 
ure Ilsand.  Bunyan— Pilgrim's  Progress  (part  I) .  The  De  Coverley  Papers, 
-4 


50  Western  State  Normal  School. 

Franklin  — Autobiography  (condensed).  Irving— Sketch  Book.  Macaulay— 
Essays  on  Lord  Clive  and  Warren  Hastings.  Thackeray— English  Humor- 
ists. Selections,  from  Lincoln  — including  at  least  the  two  inaugurals,  the 
speeches  in  Independence  Hall  and  at  Gettysburg,  the  Last  Public  Address, 
and  Letter  to  Horace  Greeley;  a  brief  memoir  or  estimate.  Parkman  — 
Oregon  Trail.  Thoreau— Walden,  or  Huxley— Autobiography,  and  Selec- 
tions from  Lay  Sermons,  including  the  Addresses  on  Improving  Natural 
Knowledge,  A  Liberal  Education,  and  A  Piece  of  Chalk.  Stevenson— Inland 
Voyage,  and  Travels  with  a  Donkey. 

5.— Palgrave— Golden  Treasury  (first  series),  books  II  and  III,  with 
ispecial  attention  to  Dryden,  Collins,  Gray,  Cowper  and  Burns.  Gray- 
Elegy,  and  Goldsmith  — Deserted  Village.  Coleridge— Ancient  Mariner,  and 
Lowell -Sir  Launfal.  Scott— Lady  of  the  Lake.  Byron— Childe  Harold, 
canto  IV,  and  Prisoner  of  Chillon.  Palgrave— Golden  Treasury  (first  series), 
book  IV,  with  especial  attention  to  Wordsworth,  Keats,  and  Shelley.  Poe— 
Raven.  Longfellow  — Miles  Standish,  and  Whittier— Snow-Bound.  Macau- 
lay— Lays  of  Ancient  Rome,  and  Arnold— Sohrab  and  Rustum.  Tennyson— 
Garety  and  Lynette,  Lancelot  and  Elaine,  and  Passing  of  Arthur.  Brown- 
ing—Cavalier Tunes,  Lost  Leader,  How  they  Brought  the  Good  News, 
Home  Thoughts  from  Abroad,  Home  Thoughts  from  the  Sea,  Incident  of 
the  French  Camp.  Herve  Riel— Pheidippides,  My  Last  Duchess,  Up  at  a 
Villa,  Down  in  the  City. 

For  study  :  Shakespeare  — Macbeth.  Milton  —  L' Allegro,  II  Penseroso, 
and  Comis.  Burke— Speech  on  Conciliation  with  America,  or  Washington 
—  Farewell  Address,  and  Webster— First  Bunker  Hill  Oration.  Macaulay  — 
Life  of  Johnson,  or  Carlyle  —  Essay  on  Burns. 

Courses  3'  and  4. —  English  literature.  Historical  outline  with  assigned 
readings  and  papers,  omitting  the  writers  of  the  nineteenth  century.  These 
courses  are  designed  to  give  the  student  a  general  view  of  the  subject  as  a 
preparation  for  intensive  study  of  special  period. 

Course  4'. —  Rhetoric  and  composition.  It  offers  training  in  the  funda- 
mental principles  and  practice  of  English  prose  discourse.  Narration, 
description,  exposition  and  criticism  are  presented,  with  a  variety  of  ana- 
lytical and  constructive  exercises.  The  practical  needs  of  everyday  life  are 
kept  constantly  in  view  and  technical  excellence  is  essential.  Semiweekly 
themes  are  required.  The  writing  and  criticism,  of  longer  themes,  with  a 
study  of  the  principles  of  structure.  A  study  of  the  principles  of  composi- 
tion and  qualities  of  style.  Discussion  of  textbooks  and  methods  of  teach- 
ing English  composition. 

Course  5.  —  English  literature.     Writers  of  the  nineteenth  century. 

Course  &.—  The  development  of  the  English  drama. 

Course  6.  —  Rise  and  development  of  the  English  novel. 

Course  6'  —Alfred  Tennyson. 

Course  7.  — Robert  Browning. 

Course  7'.—  American  literature. 


Western  State  Normal  school.  :>i 


GENERAL  PEDAGOGY. 

General  Method. 

Course  1.  — Required.  Two  hours.  A  textbook  on  the  principles  of 
teaching  is  studied.  The  following  topics  are  emphasized  :  The  meaning  of 
education;  the  aims  of  school  education;  the  psychological  basis  of  educa- 
tion; instincts  and  capacities;  self-activity;  apperception;  interests;  indi- 
vidual differences  in  children;  attention;  association;  habit  formation; 
memory;  reasoning;  formal  steps  of  instruction;  moral  training;  expression; 
teaching  form  and  execution. 

School  Methods  and  Management. 

Courses  1  and  1'.  —  Required.  Twenty  weeks.  A  careful  study  of  the 
details  of  school  management  and  control ;  methods  and  devices  for  the  suc- 
cessful presentation  of  school  subjects;  preparation  and  requisites  of  the 
teacher;  school  architecture,  sanitation  and  equipment;  play  and  play- 
grounds; school  hygiene;  libraries;  the  school  as  a  social  center.  Visita- 
tions and  reports  required. 

School  Administration. 

Course  1.  — Rural-school  administration.  Two  hours.  A  study  of  the 
practical  problems  of  rural-school  education,  such  as  plans  and  equipment 
of  a  modern  one-room  schoolhouse,  gradation  of  schools,  courses  of  study, 
hygiene,  heating  and  ventilation,  etc.  Special  attention  given  to  rural- 
school  problems  of  western  Kansas.  Text,  assigned  readings,  lectures  and 
visitation  upon  the  Model  District  School  of  the  Western  State  Normal. 

Course  1'. — School  law.  Two  hours.  A  history  of  the  development  of 
the  school  system  of  Kansas.  Study  of  the  present  Kansas  school  code, 
with  a  comparative  study  of  those  of  other  states.  Emphasis  will  be  placed 
upon  proposed  and  desirable  modifications  in  school  Jaw. 

Course  2.  — School  problems.  Two  hours.  A  study  of  such  problems  as 
financing  public  education,  units  of  administration,  the  teaching  staff,  courses 
of  study,  relation  of  schools  to  community  life,  etc. 

Course  2'.  —The  secondary  school.  Two  hours.  Designed  for  those  who 
are  preparing  for  teaching  or  supervising  in  high  schools.  A  study  of  the 
functions  of  the  high  school,  its  relation  to  the  elementary  school,  the  uni- 
versity and  society;  program  of  studies;  factors  in  school  administration. 

History  of  Education. 

Course  1.— Required.  Two  hours.  A  history  of  the  development  of 
educational  ideals  and  systems  from  ancient  times  to  the  Renaissance. 
The  education  of  the  Greeks,  Romans,  early  Christians  and  Saracens  given 
special  attention. 

Course  V.—  Required.  Two  hours.  A  brief  survey  of  educational  ten- 
dencies and  movements  from  the  Renaissance  to  the  present  time. 


52  Western  State  Normal  School. 

Course  2. — A  history  of  education  in  the  United  States.  Two  hours. 
Special  emphasis  is  placed  upon  schools  as  social  agencies.  The  life  and 
works  of  Horace  Mann,  Henry  Barnard,  Colonel  Parker  and  other  great 
American  educators  studied.  Present-day  problems  and  tendencies  are  dis- 
cussed.    Special  topics  are  assigned  for  individual  investigation. 

Course  21. — Educational  classics.  Two  hours.  A  critical  study  of  the 
views  on  education  of  such  men  as  Plato,  Xenophon,  Quintillian,  Seneca, 
Luther,  Rousseau,  Pestalozzi,  Froebel,  Herbart,  Spencer  and  Comenius. 

Course  3. — Current  educational  literature.  College  elective.  Reading, 
reports,  and  discussion  of  the  best  current  educational  literature  found  in 
current  magazines  and  educational  journals.  One  hour  credit  given  for  two 
terms'  work.     One  recitation  per  week. 

Course  3;  — Modern  secondary  education.  Two  hours.  A  history  of 
the  evolution  of  modern  secondary  education  in  Germany,  France,  England 
and  the  United  States.  Special  study  of  the  vocational  types  of  secondary 
schools.     Prerequisite,  history  of  education  1  and  V, 

Course  4. — Greek  and  Roman  life  and  education.  Two  hours.  This 
course  is  designed  especially  for  students  intending  to  become  teachers  of 
Greek  and  Roman  history,  or  Latin,  in  high  schools.  Prerequisite,  Greek 
and  Roman  history  and  history  of  education  i  and  V. 

Philosophy  of  Education. 

Two  hours.  A  study  of  the  principles  of  education  in  the  light  of  the 
relevant  laws  of  biology,  psychology,  sociology  and  philosophy. 

Psychology. 

Courses  1  and  V. — Elementary  psychology.  Twenty  weeks.  Required. 
The  aim  of  this  course  is  to  familiarize  the  student  with  the  nature,  method 
and  terminology  of  the  subject,  and  to  present  the  fundamental  facts  of 
mental  phenomena  in  their  simpler  aspects.  An  effort  is  made  to  lead  the 
student  to  study  his  own  mental  acts  and  states  through  introspection. 

Courses  2  and  2'. — Advanced  psychology.  Required.  Four  hours.  A 
more  detailed  and  exhaustive  study  of  the  field  covered  by  course  I,  with  a 
thorough  treatment  of  such  problems  in  psychology  and  education  as  the 
learning  process,  the  reasoning  process,  habituation  and  inhibition,  in  the 
light  of  the  student's  experience  and  training. 

Course  3. — Child  psychology.  Two  hours.  A  study  of  the  child  as  a 
growing  organism.  The  education  of  the  child  studied  in  the  light  of  the 
biological  and  evolutionary  conception  of  the  race,  the  meaning  of  infancy, 
heredity  and  environment,  and  the  unfolding  of  the  mental  life.  Observa- 
tion and  experiments  in  practical  child  study. 

Course  3'. — The  psychology  of  adolescence.  Two  hours.  A  study  of 
the  physical  and  mental  characteristics  of  the  adolescent  period,  and  of  the 
problems  of  training  incident  to  it. 

Course  4. — Social  psychology.  Two  hours.  A  study  of  the  psychic 
phenomena  of  the  group  mind.  Valuable  to  the  teacher  in  the  control  of 
the  school  as  a  social  group,  and  in  the  interpretation  and  guiding  of  com- 
munity life.     Should  be  preceded  by  courses  1  and  V. 


General  Pedagogy.  53 

Course  4'.— Applied  or  educational  psychology.  Two  hours.  In  this 
course  the  important  topics  in  psychology  are  treated  in  the  educational 
aspects. 

Course  5.— The  psychology  of  religion.  Two  hours.  A  study  of  the 
psychological  phases  of  religion,  with  the  aim  of  improving  the  quality  of 
religious  pedagogy,  particularly  in  Sunday-school  and  missionary  work. 
Given  every  two  years. 

Teaching. 

Course  1.— Two  hours.  Five  periods  per  week.  Work  in  outlining  sub- 
ject matter,  preparing  lesson  plans,  observation  and  discussion  of  work 
done  by  other  teachers,  and  teaching  in  the  presence  of  the  critic  teacher. 
Given  each  term. 

Course  V— Two  hours.  Five  periods  per  week.  Student  has  charge  of 
a  class,  under  close  supervision.     Given  each  term. 

Course  2. — Two  hours.  Five  periods  per  week.  Student  will  have  more 
independent  charge  of  class,  and  will  be  held  responsible  for  results.  In 
this  course  students  will  demonstrate  their  ability  in  teaching.  Given  each 
term. 

Course  21.—  Two  hours.  Five  periods  per  week.  Required  in  degree 
course.  Students  taking  this  course  may  be  required  to  do  supervisory 
work  or  teaching^  as  their  needs  may  seem  to  suggest.  Those  preparing1 
for  principalships  and  superintendencies  may  do  general  observation  and 
critic  work  with  a  view  to  meeting  the  problems  of  an  entire  school.  Those 
planning  for  high-school  work  may  be  given  advanced  classes  to  teach. 
Given  each  term. 


54  Western  State  Normal  School. 


LANGUAGE. 
Latin. 

Course  1.— Beginner's  Latin.  One-half  unit.  Whittemore's  text  will 
be  used.  About  half  of  the  book  will  be  completed  the  first  semester.  The 
aim  of  this  and  course  2  is  to  master  the  elements  of  Latin  form,  declen- 
sion, conjugation,  comparison,  and  fundamental  rules  of  syntax.  The 
acquisition  of  a  vocabulary  is  an  important  aim  of  this  year's  work. 

Course  1/.  —  Beginner's  Latin.  One-half  unit.  State  text  completed. 
Character  of  work  as  in  course  1. 

Course  2.  —Caesar,  books  I  and  II.  One-half  unit.  Bennett's  Grammar; 
Latin  Writer,  lessons  1  to  21.  The  work  of  extended  translation  is  begun. 
A  thorough  drill  in  principles  of  syntax,  especially  use  of  cases. 

Course  21.  —  Caesar  (advanced),  books  III  and  IV.  One-half  unit. 
Bennett's  Latin  Writer,  lessons  21  to  44.  The  work  of  translation  con- 
tinues. The  syntactical  study  emphasizes  the  various  uses  of  the  sub- 
junctive mode. 

Course  3. — Cicero.  One-half  unit.  Four  orations  against  Cataline. 
Bennett's  Prose  Composition.  In  addition  to  the  translation,  special  study 
of  conditional  sentences. 

Course  3'. — Cicero  (advanced).  One-half  unit.  Manilian  law;  Mar- 
cellus  and  Archias.  D'Ooge,  Prose  Composition,  and  original  exercises  in 
prose.  Study  of  the  Revolutionary  period  of  Roman  history,  132  B.  c.  to 
114  B.  c. 

Course  4.— Virgil.  One-half  unit.  Books  I,  II,  III.  Translation  and 
mastery  of  the  dactylic  hexameter  verse.     Supplementary  mythology. 

Course  4'. —Virgil  (advanced),  books  IV,  V,  VI.  Outline  of  Guerber's 
Mythology. 

German. 

Course  1.— Elementary  German.  Bacon's  German  Grammar,  twenty- 
five  lessons.  Dictation,  memorizing,  oral  reproduction,  beginning  of  orig- 
inal composition,  conversation. 

Course  V.— Elementary  German.  Bacon's  German  Grammar,  lessons 
26  to  50.     Other  work  continued  as  in  course  1. 

Course  2  —Second-year  German.  Bacon's  German  Grammar  com- 
pleted; Gerstacker's  Germelshausen.  Other  work  continued  as  in  courses 
1  and  1'. 

Course  2!.— Second-year  German.  Pope's  German  Composition  com- 
plete; Fulda's  Unter  vier  Augen;  Wildenbruch's  Das  Edle  Blut;  Seidel's 
Leberecht  Huhnchen;  Hatfield's  Lyrics  and  Ballads. 

Course  3. —Third-year  German.  Thomas's  Practical  German  Gram- 
mar, part  I.  Original  themes  and  letters,  oral  and  written  reproductions; 
Schiller's  Wilhelm  Tell,  or  Die  Jungfrau  von  Orleans. 


Language. 


55 


COURSE  3'. —Third-year  German.     Thomas's  Grammar  completed;    Lei- 
sing's   Minna  von   Barnhelm;    Eichendorff'a  Ausdem    Leben  eines  Tauge 
nichts.     Other  work  as  in  course  8. 

Course  4.  Fourth-year  German.  Keller's  Bilder  aus  der  Deutschen 
Literatur;  Hauff's  Lichtenstein;  Goethe's  Hermann  and  Dorothea. 

Course  4'.  —  Fourth-year  German.  Keller's  Bilder  completed;  Korner's 
Zirny;  Rosegger's  Schriften  eines  Waldschulmeisters.  In  courses  4  and  4', 
original  essays  in  German  on  assigned  themes  will  be  required. 


THE  CREEK  IN  WINTER. 


56  Western  State  Normal  School. 


LIBRARY  SCIENCE. 

There  are  few  textbooks  on  library  subjects,  and  instruction  is  given  in 
the  form  of  lectures  and  assigned  readings,  followed  by  practice  work  un- 
der supervision,  with  discussion  of  both  theory  and  practice.  Individual  re- 
search is  encouraged.  Examinations  take  the  form  of  problems  wherever 
practicable. 

Students  who  wish  to  select  courses  with  reference  to  taking  a  library 
course  later  are  advised  to  consider  the  following:  Modern  language,  psy- 
chology, history,  English  literature,  economics,  sociology,  science,  education 
and  art.     Typewriting  is  required. 

Course  1.— Elementary  reference.  Lectures,  with  practical  work  fol- 
lowing, to  make  new  students  feel  at  home  in  the  library  and  able  to  use  it 
to  advantage. 

Course  V.  —  Library  methods.  Two  hours.  Methods  of  library  instruc- 
tion fitted  to  pupils  in  high  school  and  grades;  selection  of  books  for  school 
libraries;  public  school  and  public  library  interrelations;  school  library  law. 

Course  2. —Library  economy.  Two  hours.  Instruction  follows  regular 
library  routine— order,  accession,  shelf-listing,  mechanical  preparation  for 
the  shelves,  binding. 

Course  2'.  —  Reference.  Two  hours.  Promotes  familiarity  with  well- 
known  reference  works,  with  the  use  of  indexes  to  periodicals  and  general 
literature,  with  general  and  special  cyclopedias,  dictionaries,  annuals  and 
ready  reference  manuals.  Lists  of  questions  to  be  answered  by  use  of  the 
works  studied  are  given  and  methods  of  finding  answers  discussed. 


Western  State  Normal  School.  57 


MUSIC. 
Vocal. 

Course  1.— College  elective.  Two  hours.  Open  to  secondary  students, 
and  may  be  offered  for  credit  in  secondary  course.  Elements  of  music— pitch, 
rythm,  notation  and  sight  reading  in  the  treble  clef.  Designed  for  begin- 
ners. 

Course  1'.  —  College  elective.  Two  hours.  Open  to  secondary  students, 
and  may  be  offered  for  credit  in  secondary  course.  Continuation  of  drill  in 
sight  reading  in  the  different  keys.  Introduction  of  the  bass  clef.  Pait 
singing.     Easy  choruses. 

Course  2. —College  elective.  Two  hours.  Open  to  secondary  students. 
Advanced  chorus  work.  Public  presentation  each  half-year  of  a  cantata, 
operetta  or  opera. 

Voice  Culture  and  Singing.— Private  instruction.  Courses  given  on 
application  to  department  teacher. 

Instrumental. 

Two  new  Kurtzman  pianos  have  been  purchased  for  the  music  depart- 
ment, available  for  use  on  and  after  opening  of  fall  term,  1912. 

Piano.  —Private  instruction.  Courses  given  on  application  to  department 
teacher. 

PRIVATE  INSTRUCTION  RATES— VOICE  OR  PIANO. 

Two  private  lessons  per  week,  nine  weeks $15  00 

One  private  lesson  per  week,  nine  weeks 9  00 

Single  private  lessons. 1  50 

PIANO  PRACTICE  RATES. 

One  hour  per  day  for  a  term  of  nine  weeks $1  50 


58  Western  State  Normal  School. 


MATHEMATICS. 
Arithmetic. 

Course  1.— One-half  unit.  This  course  covers  the  work  of  the  text 
through  the  fundamental  operations,  divisors,  multiples,  analysis,  frac- 
tions, decimals,  denominate  numbers,  metric  system,  business  practice, 
percentage,  profit  and  loss,  commission,  trade  discount,  stocks  and  bonds, 
taxes,  and  United  States  revenue. 

Course  1'.—  One-half  unit.  This  course  completes  the  text,  covering  in- 
terest, true  discount,  bank  discount,  compound  interest,  exchange,  equation 
of  accounts,  ratio  and  proportion,  partnership,  bankruptcy,  involution,  evo- 
lution and  mensuration.  Emphasis  is  placed  upon  methods  of  presentation. 
Open  to  all  students  who  have  completed  course  1. 

Course  2.— Two  hours.  This  course  is  for  graduates  of  high  schools  and 
students  who  have  completed  courses  1  and  1',  and  covers  review  problems, 
and  reviews  the  entire  text. 

Algebra. 

Course  1.— One-half  unit.  This  course  covers  the  work  of  the  text 
through  the  fundamental  operations,  divisors,  multiples,  factoring,  frac- 
tions, integral  equations,  fractional  equations,  simultaneous  linear  equa- 
tions, involution,  evolution,  and  theory  of  exponents. 

Course  1'.—  One-half  unit.  This  course  covers  the  work  of  the  text 
through  the  topics  of  integral  equations,  fractional  equations,  simultaneous 
linear  equations,  involution,  evolution  and  theory  of  exponents.  Open  to  all 
students  who  have  completed  course  1. 

Course  2.  —Two  hours.  This  course  covers  the  work  of  the  text  through 
the  topics  of  surds,  quadratic  equations,  equations  solved  like  quadratics, 
simultaneous  quadratic  equations.  Open  to  all  students  who  have  completed 
course  1'. 

Course  2' .  —Two  hours.  This  course  covers  the  work  of  the  text  through 
the  topics  of  indeterminate  equations,  ratio  and  proportion,  variation,  arith- 
metical progression,  geometrical  progression,  logarithms,  compound  interest, 
and  annuities.     Open  to  all  students  who  have  completed  course  2. 

Course  3.— Two  hours.  This  course  covers  the  work  of  the  text  through 
the  topics  of  inequalities,  graphics,  binomial  theorem,  harmonical  progres- 
sion, determinants,  permutations,  and  combinations.  Open  to  all  students 
who  have  completed  course  2'. 

Course  3'.  —Two  hours.  Theory  of  equations.  Open  to  all  students  who 
have  completed  course  3. 

Geometry. 

Course  1.— One-half  unit.  This  course  covers  books  I,  II,  III  and  IV 
of  the  text.     Open  to  all  students  who  have  completed  algebra  course  1'. 

Course  1'.—  Two  hours.  This  course  covers  books  V,  VI,  VII  and  VIII 
of  the  text.     Open  to  all  students  who  have  completed  course  1. 


Mathematics  59 

COURSE  2. —Two  hours.  A  teachers'  course  in  constructive  and  solid 
geometry,  giving  a  review  of  the  entire  text.  Open  to  all  students  who 
have  completed  course  1'. 

Trigonometry. 

Course  1.  Two  hours.  This  course  covers  the  work  of  the  text  through 
plane  trigonometry  and  the  spherical  through  the  right  and  quadrantal  tri- 
angles. Open  to  all  students  who  have  completed  course  2'  of  algebra  and 
course  2  of  geometry. 

Surveying. 

Course  1.— Two  hours.  This  course  embraces  the  use  of  drawing  in- 
struments, the  transit,  plane  table,  solar  compass,  and  Y  level— the  ordi- 
nary work  of  the  county  surveyor.  Each  student  is  required  to  spend  one 
hour  per  day  for  ten  weeks  in  actual  field  work  with  instruments.  Open  to 
all  students  who  have  completed  the  course  in  trigonometry. 

Analytics. 

Courses  1  and  1'.  — Four  hours.  These  courses  cover  the  work  of  the 
text  through  the  topics  of  loci,  the  straight  line,  the  circle,  and  transforma- 
tion of  coordinates.  Open  to  all  students  who  have  completed  trigonometry 
and  course  2'  of  algebra. 

Courses  2  and  2'.  —  Four  hours.  These  courses  cover  the  work  of  the 
text  through  the  parabola,  ellipse  and  hyperbola.  Open  to  all  students  who 
have  completed  courses  1  and  V . 

Calculus. 

Courses  1  and  1'.  —  Four  hours.  Differential  calculus.  Open  to  all 
students  who  have  completed  courses  1  and  1'  of  analytics. 

Courses  2  and  2'.— Four  hours.  Integral  calculus.  Open  to  all  stu- 
dents who  have  completed  courses  1  and  l'. 


60  Western  State  Normal  School. 


PHYSICAL  TRAINING. 

The  courses  in  this  department  are  designed  to  improve  the  bodily  health 
and  personal  efficiency  of  the  students,  and  to  enable  them  to  carry  into  the 
schoolroom  the  knowledge  of  how  to  make  it  a  place  of  normal  and  sym- 
metrical growth.  Work  in  this  department  is  required  of  all  students, 
unless  regularly  excused  on  account  of  physical  infirmities.  In  such  cases 
special  corrective  work  can  be  taken  under  prescription  by  the  physical 
directors. 

Gymnasium  (Costume  for  Men.— The  regulation  gymnasium  costume 
will  be  worn  in  the  classes,  and  will  consist  of  a  sleeveless  shirt,  ful 
length  Turner  or  Y.  M.  C.  A.  trousers,  and  the  regulation  gymnasium  or 
tennis  shoes.  In  order  that  costumes  may  be  uniform,  students  are  advised 
to  make  their  purchases  after  arrival. 

Gymnasium  Costume  for  Women.  —  Each  student  will  find  it  necessary  to 
own  a  gymnasium  suit,  consisting  of  blouse  and  bloomers  made  of  black 
serge,  and  a  pair  of  gymnasium  shoes.  These  may  be  ordered  through  the 
School  after  entrance  or  may  be  prepared  before  entering.  In  order  to 
have  the  suits  uniform  it  is  advised  that  they  be  made  after  the  student 
arrives  at  the  School,  or  that  the  student  write  to  the  director  of  physical 
training  for  women  for  information  as  to  pattern  and  material. 

Men's  Department. 

PRACTICE. 

Required,  four  hours,  or  one  hour  per  semester  for  two  years.  Three 
hours'  work  per  week  in  gymnastics  or  athletics  during  one  semester  equals 
a  one-hour  credit.  Of  this  requirement,  at  least  two  hours  must  be  in  the 
regular  gymnasium  class  work. 

The  remaining  two  hours'  requirement  may  be  of  the  type  just  described, 
or  may  be  elected  from  the  various  athletic  sections— football,  both  the 
intercollegiate  and  association  or  soccer  games;  basket  ball,  baseball,  and 
track  athletics.  Regular  attendance  is  required  at  these  exercises,  just  as 
in  the  regular  class  work  of  the  gymnasium. 

COURSES   OFFERED. 

Course  1.  — Elementary  gymnastics.  One-half  hour.  Marching  tactics, 
free-hand  and  light  apparatus  exercises  and  gymnastic  games.  Special  at- 
tention is  given  to  the  correction  of  faulty  posture  and  carriage  of  the  body. 

Course  1'.— Intermediate  gymnastics.  One-half  hour.  Body-building 
and  corrective  exercises,  gymastic  dancing  steps,  heavy  apparatus  exer- 
cises, and  elementary  tumbling. 

Course  2.— Advanced  gymnastics.  One-half  hour.  Offered  the  third 
and  fourth  terms  to  those  prepared  to  take  up  athletics  and  folk  dancing, 
individual  and  companion  tumbling,  and  difficult  exercises  upon  the  heavy 
apparatus. 

Course  2'.—  Methods  of  teaching.  One-half  hour.  For  Seniors  of  the 
Normal  College  two-year  course  who  are  completing  their  required  four 
hours'  work  in  physical  training.     Methods  of  handling  classes  in  tactics, 


Physical  Training.  61 

free-hand  exercises,  nomenclature  and  progression  o  exercises  on  heavy 
apparatus  are  taught. 

Course  3.—  Practice  teaching.  One-half  hour.  The  two  years'  required 
work  in  physical  training  is  completed  by  doing  assistant  teach  ng  for  one 
term  in  that  part  of  the  work  in  which  the  student  is  most  proficient.  This 
practice  teaching  is  done  under  the  direct  supervision  of  the  instructor  in 
that  department 

Course  3'.  —  Public  school  methods.  One-half  hour  per  term.  This 
course  is  for  men  of  college  grade  who  are  expecting  to  be  teaching  in  the 
public  schools  soon,  and  is  designed  to  give  a  working  knowledge  of  the 
subject  of  physical  training  that  can  be  applied  to  public-school  work.  The 
course  continues  through  the  whole  year,  the  fall  term  being  devoted  to 
tactics,  free-hand  and  light  apparatus  drills,  and  a  study  of  soccer  and 
recreative  football  and  other  fall  playground  games.  The  two  winter  terms 
are  devoted  to  corrective  and  body-building  drills  suitable  for  public  school 
work,  basket  ball  for  both  girls  and  boys,  and  a  thorough  course  in  play- 
ground games  of  all  kinds.  Special  attention  is  given  to  the  arrangement 
of  games  and  the  manner  of  scoring  in  game  contests  and  play  festivals. 
The  spring  term  is  taken  up  in  a  study  of  track  athletics,  the  rules  for 
managing  track  meets,  and  the  manner  of  coaching  teams.  One  hour  each 
term  is  given  over  to  demonstrations  in  bandaging  and  a  talk  concerning 
the  care  of  injuries  commonly  met  with  in  the  gymnasium  and  on  the  ath- 
letic field. 

Course  4  —Basket  ball.  One-half  hour.  Classes  are  organized  each 
term  of  the  year.  The  A.  A.  U.  game  is  taught  to  elementary  classes  and 
the  intercollegiate  game  to  the  first  and  second  teams. 

Course  4'.— Baseball.  One-half  hour.  Individual  and  team  practice. 
The  squad  is  divided  into  teams  graded  according  to  ability. 

Course  5. —Track  and  field  athletics.     One-half  hour. 

Course  5'.— Tennis.     One-half  hour. 

In  the  practice  of  indoor  and  outdoor  sports,  attention  is  given  to  form 
and  technique,  adaptability  of  the  individual  to  the  various  sports;  condi- 
tions; rules  and  methods  of  scoring;  team  work  and  strategy. 

Women's  Department. 

practice. 
Normal  Secondary  Course. 

Required.     Three  periods  a  week  in  gymnastics,  athletics  or  other  elec 
tives.     Two  terms  of  gymnastics  must  be  taken  before  a  student  is 
allowed  elective  work. 
Normal  College  Course. 

Required.  Four  hours.  Three  periods  of  work  per  week  in  gymnastics, 
athletics,  or  elective  work  during  one  term  of  ten  weeks  equals  a  one- 
half  hour  credit.  Of  this  requirement,  one  hour  may  be  elected  ac- 
cording to  desires  or  physical  needs,  but  the  other  three  hours  must 
be  regular  gymnasium  class  work,  which  consists  of  marching  tactics, 
free-hand  and  light  apparatus  exercises,  gymnastic  games  or  fancy 
steps.  Regular  attendance  in  all  classes  is  required  and  records  are 
kept  of  attendance  and  proficiency.  — 


62  Western  State  Normal  School. 

COURSES   OFFERED. 

Course  1.— Elementary  gymnastics.  Required  of  all  beginners.  Three 
periods  a  week  for  ten  weeks. 

Course  1'. — Intermediate  gymnastics.  Required  of  all  students  who 
have  completed  course  2.     Three  periods  a  week  for  at  least  twenty  weeks. 

Course  2. — Advanced  gymnastics.  Open  only  to  students  who  have 
passed  course  1'  with  high  grades  and  are  physically  adapted  to  advanced 
work. 

Course  2/.— Practical  gymnastics.  Three  periods  a  week  for  twenty 
weeks.  Required  of  all  students  during  their  second  year  of  College  work. 
Special  attention  is  given  to  accuracy  of  form,  and  analysis  of  exercises  in 
preparation  for  course  3. 

Course  3. — Methods  and  practice  teaching.  Three  periods  a  week  for 
ten  weeks.  Required  of  all  students  before  completing  the  second  year  of 
the  College  course.  Fifty  weeks  of  gymnastics  and  twenty  weeks  of  ath- 
letics or  elective  work  are  required  before  the  election  of  this  course. 

Course  3'.  —  Corrective  gymnastics.  Open  to  all  students  who  have 
need  of  remedial  work.  Special  attention  is  given  to  those  having  spinal 
curvature,  round  shoulders,  narrow  chests,  forward  heads,  weak  backs, 
pronated  ankles,  or  other  physical  weaknesses. 

Course  4. — Outdoor  sports.  Three  periods  a  week  in  the  spring  and 
fall  terms.  Open  to  all  students  who  have  completed  two  terms  of  gym- 
nastics. 

Course  4'.— Basket  ball.  One  period  a  week.  Open  to  all  students 
physically  qualified. 

Course  5.  —  Tennis.  Open  to  all  students  having  the  privilege  of  elect- 
ing athletics,  one,  two  or  three  periods  a  week. 

Course  5'. — Esthetic  dancing  (elementary).     Two  periods  a  week. 

The  purpose  of  this  course  is  to  develop  grace  and  freedom  of  movement. 
The  classic  dancing  is  emphasized  and  is  now  considered  one  of  the  most  im- 
portant phases  of  gymnastic  exercise. 

Course  6. — Folk  dancing  (elementary).     One  period  a  week. 

In  this  course  are  taught  the  simple  peasant  and  national  dances  suit- 
able for  recreative  and  exhibition  work  with  children. 

Course  &.—  ^Esthetic  dancing  (intermediate). 

Course  7.— Folk  dancing  (intermediate). 


Western  State  Normal  School.  68 


SPEECH  ARTS. 

Oral  English. 

Courses  1  and  V.  —  Reading.  One-half  unit.  Anatomy  of  respiratory 
and  vocal  organs;  breath  control;  voice  training;  physical  exercises  for  re- 
laxation and  poise  of  the  body;  carriage  and  address;  technique  of  reading, 
how  to  appeal  to  the  understanding  of  an  audience;  interpretation  of  classics; 
sight  reading;  phonics. 

Courses  2  and  2'.— Reading.  One-half  unit  Anatomy  of  respiratory 
and  vocal  organs  reviewed;  breath  control;  advanced  work  in  voice;  prin- 
ciples of  gesture;  application  of  these  principles  in  actual  gestures;  re- 
sponsive rhythm  exercises;  technique  of  reading;  how  to  appeal  to  the 
understanding  and  emotions  of  an  audience;  interpretation  of  classics; 
sight  reading. 

Course  3.— Elocution.  Two  hours.  Breath  control;  voice  training; 
principles  of  gesture;  original  gesture  work;  rhythm  exercises;  technique 
of  reading;  how  to  appeal  to  the  understanding,  emotions  and  will  of  an 
audience;  interpretation  of  classics;  sight  reading;  repertoire. 

Course  3'.  -Bodily  expression.  The  cause  of  gesture.  Muscles  and 
nerves  as  agents  of  expression.  Exercises  for  the  relaxation  of  the 
muscles  of  the  body,  for  control  of  muscles,  for  poise,  for  ease  of  carriage; 
laws  of  gesture;  gestures  with  words;  rhythm  exercises  for  grace  and  ex- 
pression. Descriptive  gestures,  and  their  limitations  noted.  Sympathetic 
or  suggestive  gestures.  Emotionally  manifestive  gestures.  Attitudes. 
Dramatic  action:  consideration  of  action  best  suited  to  public  speech. 
Original  work  in  bodily  expression  to  illustrate  mental  states. 

Course  4. —Dramatic  interpretation.  Shakespeare's  tragedies.  Two 
hours.  Five  of  Shakespeare's  great  tragedies  are  read  and  studied.  They 
furnish  material  for  vocal  composition  by  the  students,  one  address  per 
week  being  given  by  some  member  of  the  class.  One  play  is  given  special 
study  for  vocal  interpretation.  This  requires  much  memory  work,  and  daily 
drill  in  expression  and  dramatic  action.  The  play  thus  selected  is  studied 
for  structures,  plot,  ethical  meaning,  interpretation  of  lines,  personation  of 
character,  and  presentation  on  the  stage. 

Course  4'. —Dramatic  interpretation.  Shakespeare's  comedies.  Two 
hours.  Six  of  Shakespeare's  greatest  comedies  are  read  and  studied  by  the 
class.     One  play  is  memorized  and  presented  on  the  stage. 

Course  5.— Dramatic  interpretation  of  Shakespeare's  English  historical 
plays.  Two  hours.  These  plays  are  studied,  as  are  the  tragedies  and 
comedies  of  Shakespeare,  for  vocal  interpretation.  English  history  in  the 
plays  is  noted,  Beverley  E.  Warner's  Engligh  History  in  Shakespeare's 
Plays  being  used  as  a  work  of  reference. 

Course  5'. — Dramatic  interpretation  of  the  modern  drama.  Two  hours. 
Six  of  the  greatest  dramas  of  the  present  era  are  read  and  studied  for  ma- 
terial for  extemporaneous  addresses  on  the  drama  and  for  dramatic  inter- 
pretation through  voice  and  action.  Given  two  periods  per  week  the  fourth 
and  fifth  terms,  or  one  period  per  week  from  September  to  June. 


64  Western  State  Normal  School. 


CORRESPONDENCE  DEPARTMENT. 

Instruction  by  correspondence  has  come  to  be  recognized  as  a  legitimate 
field  of  school  work.  Experience  has  demonstrated  that  credits  can  be  given 
in  this  way  without  lowering  the  standards  that  should  be  maintained.  This 
is  partly  because  the  student  who  works  independently  is  compelled  to  de- 
velop energy  and  initiative  that  is  not  necessary  for  doing  creditable  work 
in  the  class  room. 

•  It  is  the  policy  of  the  Western  State  Normal  School  to  offer  in  this  de- 
partment all  the  subjects  that  can  be  taught  successfully  to  the  absent 
student.  Subjects  that  require  laboratory  or  extensive  library  work  can 
not  be  offered. 

Normal  school  students  are  usually  compelled  to  teach  at  intervals  before 
completing  a  full  course.  Correspondence  work  gives  them  the  opportunity 
to  continue  their  studies  while  teaching.  Other  teachers  are  enabled  in  this 
way  to  comply  with  the  requirements  of  the  certificate  law  of  1911. 

A  postage  fee  of  $1  for  each  course  taken  must  accompany  the  applica- 
tion for  enrollment.  If  a  course  gives  only  ten  weeks'  credit  a  student  may 
enroll  for  another  ten  weeks'  credit  without  additional  charge. 

Students  who  are  doing  any  other  work  are  not  expected  to  carry  more 
than  two  subjects  at  one  time.  Special  permission  is  required  if  more  are 
taken. 

Outlines  are  sent  out  by  teachers,  and  students  are  expected  to  report  as 
regularly  as  possible.  In  most  cases  a  lesson  assignment  covers  about  a 
week's  work,  but  students  are  not  held  to  any  obligation  to  report  so  fre- 
quently. Those  who  fail  to  report  for  more  than  a  month  are  expected  to 
notify  the  department  of  the  reasons  for  delay.  Failure  to  do  this  may  re- 
sult in  their  being  dropped  from  the  rolls. 

There  is  no  time  limit  for  the  completion  of  a  course  except  that  all  stu- 
dents are  dropped  at  the  end  of  the  summer  term.  Students  who  wish  to 
complete  a  course  not  finished  then  must  enroll  anew. 

Examinations  for  final  credit  are  subject  to  arrangements  made  by  the 
teacher  in  charge  of  the  subject.  They  may  be  given  under  the  supervision 
of  a  county  superintendent  or  some  other  responsible  person. 

Grades  made  by  correspondence  give  the  same  credit,  both  at  Hays  and 
Emporia,  as  if  made  in  resident  study. 

No  one  is  permitted  to  make  more  than  twenty  weeks'  credit  in  any  one 
department  by  correspondence.  This  does  not  apply  to  students  who  have 
done  some  resident  work  in  the  school.  Such  students  may  enroll  for  addi- 
tional credit  with  the  approval  of  the  head  of  the  department  in  which  they 
choose  work. 

Students  furnish  their  own  textbooks  and  supplies.  The  school  does  not 
sell  books  and  supplies,  nor  order  them  for  students.  The  teacher  in  charge 
of  each  department  will  give  information  as  to  where  such  supplies  may  be 
bought. 

No  student  is  enrolled  for  correspondence  work  in  any  course  who  has  not 
the  qualifications  to  take  the  same  course  in  resident  work. 

Students  who  are  in  attendance  in  any  other  school  are  not  expected  to 
enroll  for  correspondence  work  without  the  approval  of  their  teachers. 


Correspondence  Department,  65 

Correspondence  Courses. 

The  following  is  the  list  of  courses  offered  for  the  year  1912- '13;  it  il 
possible  that  others  may  be  offered  later  in  the  year.  The  number  after 
each  title  has  no  reference  to  the  number  given  to  courses  in  the  same  sub- 
jects as  outlined  in  other  parts  of  this  catalogue. 

AGRICULTURE. 

Includes  prescribed  readings  in  ten  or  more  bulletins,  following  topical 
outlines  supplied  by  the  agricultural  department  and  covering  the  general 
phases  of  the  subject.  It  is  given  ten  weeks'  credit  only  after  the  comple- 
tion of  ten  additional  weeks'  work  in  our  laboratories.  These  two  ten  weeks' 
courses,  when  successfully  completed,  entitle  the  student  to  twenty  weeks' 
credit  with  the  School.  The  laboratory  or  the  correspondence  work  may 
precede. 

COMMERCE 

Bookkeeping  1.— Ten  weeks.  Elementary  bookkeeping.  Principles  of 
debit  and  credit.  Forms  of  opening  and  closing  accounts.  Trial  balance 
and  statements.     Day  book,  journal  and  cash  book  are  used.     State  text. 

Bookkeeping  2.  —Ten  weeks.  Bookkeeping  and  business  practice.  All 
business  papers  are  written  by  the  student.  Sales  book,  invoice  book  and 
bills  book  are  introduced  as  additional  books.  Given  only  during  the  second 
half  of  the  year. 

Penmanship  1.— Ten  weeks.  The  Palmer  method  is  taught.  Study  of 
correct  position.  Practice  on  ovals  and  various  movement  exercises  until 
good  control  and  ease  of  movement  are  acquired.  Capital  letters  are  prac- 
ticed. 

Penmanship  2. —Ten  weeks.  Capital  and  small  letters  are  mastered. 
Much  material  is  given  for  practice— business  letters,  business  forms  and 
miscellaneous  matter.     Given  only  during  the  second  half  of  the  year. 

Stenography  1.— Ten  weeks.  The  text  used  is  the  Barnes  edition  of 
the  Benn  Pitman  shorthand.     Covers  the  first  half  of  the  book. 

Stenography  2  —Ten  weeks.  Completes  the  text,  and  gives  additional 
work  in  reading  shorthand.     Given  only  during  the  second  half  of  the  year,. 

CIVICS. 

A  general  review  course,  giving  twenty  weeks'  credit,  ten  of  which  is 
on  local  and  state  government  and  ten  on  national  government.  The  course 
is  based  upon  Guitteau's  Government  and  Politics  in  the  United  States. 

domestic  economy. 

Domestic  Art  1.  — Ten  weeks.  A  course  in  hand  sewing,  in  which  the 
different  kinds  of  stitches,  hems,  seams,  gathers,  plackets,  darning,  button- 
holes, etc.,  are  done  on  small  models. 

Domestic  Art  2.— Ten  weeks.  A  course  in  straight-line  drafting  and 
making  of  a  three-piece  suit  of  undergarments.  A  textbook,  Lessons  in 
Garment  Drafting,  by  Mrs.  Mae  M.  Gingles,  is  used. 

Domestic  Science.— A  course  in  this  subject  will  be  offered  grantii  g 
ten  weeks'  credit.     Possibly  a  second  will  be  offered  to  students  showing 
ability.     The  textbook  will  be  announced  by  the  instructor. 
-5 


66  Western  State  Normal  School. 

DRAWING. 

Freehand.— Ten  or  twenty  weeks  are  offered.  Beginners  in  free-hand 
drawing  may  get  the  principles  of  perspective,  with  brief  attention  to  deco- 
rative elements  and  water  color. 

Mechanical. — Ten  or  twenty  weeks  are  offered.  This  course  is  based 
upon  the  principles  of  descriptive  geometry,  a  brief  introduction  to  which  is 
included;  embraces  several  problems  in  geometric  drawing,  drawing  from 
models,  lettering,  tracing  and  blue  printing  with,  one  or  two  problems  from 
design. 

ENGLISH. 

Composition  1.— Ten  weeks.  The  text  used  is  Stebbins'  Progressive 
Course  in  English,  beginning  with  part  I.  The  classics  studied  are  Scott's 
Lady  of  the  Lake,  Shakespeare's  Julius  Cassar,  and  Goldsmith's  Vicar  of 
Wakefield. 

Composition  2  —Ten  weeks.  Stebbins'  Progressive  Course  in  English, 
part  II.  The  work  done  is  the  study  of  the  four  forms  of  discourse,  narra- 
tion, descriptive,  argumentation  and  exposition.  The  classics  studied  are 
Milton's  Minor  Poems,  Shakespeare's  Macbeth,  and  Dickens'  David  Copper- 
field.  To  complete  either  this  course  or  the  above  ten  weeks  of  residence 
work  must  be  done.     Each  will  then  give  twenty  weeks'  credit. 

Advanced  Grammar.— Ten  weeks.  Particular  attention  is  paid  to  the 
principles  of  the  science  of  language.  The  work  is  confined  to  etymology. 
The  textbook  is  Longman's  English  Grammar. 

GEOGRAPHY. 

Ten  weeks.  A  review  course  covering  the  entire  field.  It  includes  a 
study  of  the  methods  of  the  new  geography  and  gives  assistance  in  the  col- 
lection of  materials  for  the  study  of  common-school  geography. 

GERMAN. 

Beginning  German.— Twenty  weeks.  Open  to  all  students,  but  can  be 
taken  to  better  advantage  by  those  who  can  pronounce  German  or  who  have 
help  in  pronunciation.     Bacon's  German  Grammar,  twenty-five  lessons. 

Composition.— Ten  weeks.  A  thorough  knowledge  of  German  grammar 
is  necessary  for  enrollment  in  this  course. 

HISTORY. 

American.— Ten  weeks.  A  general  review,  based  upon  a  textbook  such 
as  Hart's  Essentials  in  American  History.  Advanced  courses  in  this  sub- 
ject may  be  given  to  students  who  have  access  to  reference  books  or  who 
are  willing  to  buy  them. 

Ancient.— Twenty  weeks.  Covers  the  period  of  history  to  the  time  of 
Charlemagne.     Text,  Myer's  Ancient  History. 

Medieval  and  Modern.  — Twenty  weeks.  Covers  the  period  from  the 
time  of  Charlemagne  to  the  present.     Text,  Myer's. 

English  1.— Ten  weeks.  Covers  the  period  from  the  Roman  conquest 
to  the  time  of  the  Tudors.     Text  to  be  prescribed  by  the  instructor. 

English  2.— Ten  weeks.  Covers  the  period  from  the  time  of  the  Tudors 
to  the  present. 


Correspondence  Department.  07 

LATIN. 

C.*:sar— BOOKS  III-IV.  —  Twenty  weeks.  Includes  composition  work  an<l 
a  review  of  the  principles  of  grammar.  Any  standard  text  may  be  used. 
References  are  to  Bennett's  Latin  Grammar. 

Cicero-Catilinarian  Orations.— Twenty  weeks.  Composition  work. 
A  systematic  study  of  the  conditional  sentence. 

Virgil— books  IV-VI  —  Twenty  weeks.  A  study  of  mythology.  Mas- 
tery of  the  principles  of  hexameter  verse. 

MATHEMATICS. 

Arithmetic— Ten  weeks.  A  review  of  the  fundamental  principles  of 
arithmetic,  with  a  thorough  course  in  percentage. 

Algebra. —Twenty  weeks.  A  course  given  in  twenty  lessons,  covering 
the  state  text  through  simultaneous  equations.  Credit  for  ten  weeks  may 
be  given  on  either  half.  The  second  half  will  not  be  given  during  the  first 
half  of  the  year. 

Advanced  Algebra  and  Geometry.— These  subjects  may  be  given  if 
a  sufficient  number  of  students  make  application  early  in  the  year. 

pedagogy. 

General  Method.  — Ten  weeks.  A  study  of  the  science  of  method. 
Text,  Thorndike's  Principles  of  Teaching. 

Philosophy  of  Education. -Twenty  weeks.  A  study  of  the  under- 
lying principles  of  the  educational  system.  Text,  Home's  Philosophy  of 
Education.     Prerequisite,  psychology  and  history  of  education. 

History  of  Education.— Offered  only  to  advanced  students.  For  par- 
ticulars regarding  the  courses  offered  direct  inquiry  to  the  head  of  the  De- 
partment of  Pedagogy. 

Psychology. —Offered  only  to  advanced  students.  Direct  inquiries  to 
the  Department  of  Pedagogy.  Probably  will  be  given  only  during  the  sc  c- 
ond  half  of  the  year. 

School  Administration.— Ten  weeks.  A  course  in  school  law.  The 
Kansas  school  code  is  studied  and  compared  with  systems  in  other  states. 
Text,  the  compilation  of  the  school  laws  of  the  state  issued  from  the  office 
of  the  State  Superintendent  of  Public  Instruction  and  the  compiled  codes  of 
other  states. 


68  Western  State  Normal  School. 


THE  MODEL  RURAL  SCHOOL. 

In  answer  to  numerous  inquiries  concerning  the  nature  and  scope  of  this 
branch  of  the  work,  we  herewith  present  such  information. 

Realizing  the  need  for  help  on  the  part  of  the  inexperienced  and  the  need 
for  more  and  better  preparation  for  his  work  and  for  a  better  understanding 
of  the  problems  and  conditions  which  are  likely  to  confront  him,  on  the  part 
of  the  average  rural- school  teacher  in  general,  the  Model  District  School 
was  established  as  one  of  the  departments  of  the  regular  teachers'  training 
work. 

It  is  hoped  that  here  the  prospective  teacher  and  the  one  eager  to  ad- 
vance in  hig  work  may  learn  many  things,  both  in  methods  and  manage- 
ment, which  will  be  of  value;  that  here  he  may  not  only  get  theories,  but 
may  see  some  of  those  theories  put  into  actual  operation. 

EQUIPMENT. 

The  schoolroom  itself  is  equipped  with  charts,  globes,  maps  (both  relief 
and  political),  sand  table,  work  table,  curio  cabinet,  dictionary,  small 
library,  single  seats  of  graduated  sizes,  pictures,  etc.  All  these  desirable 
and  helpful  things  are  of  such  a  character  as  to  be  easily  within  the  finan- 
cial possibilities  of  the  average  district  school,  and  yet  they  fairly  repre- 
sent essential  elements  in  a  school  where  the  best  work  is  to  be  done.  Such 
equipment,  simple  though  it  may  be,  gives  the  observer  an  idea  of  the  tools 
which  he  must  or  may  wish  to  use  and  with  which  he  should  be  familiar. 

COURSE    OF  STUDY. 

The  course  of  study  is  the  state  course  prepared  for  the  use  of  the  com- 
mon schools  of  Kansas,  and  the  regular  state  textbooks,  with  such  supple- 
mental work  as  time  and  opportunity  permit,  are  used.  Any  and  all  grades 
may  be  received,  though  as  yet  all  regular  eighth-  and  ninth-grade  pupils 
have  been  cared  for  in  the  Model  Training  School.  Considerable  attention 
is  given  to  some  of  the  things  frequently  neglected  in  most  rural  schools. 
Among  these  are  music— simple  and  rudimentary,  to  be  sure;  drawing  and 
color  work,  in  water  colors,  crayons,  paper,  etc. ;  woodwork,  requiring  the 
knife  only,  for  the  boys;  for  the  girls,  some  sewing,  employing  the  various 
basting  stitches,  hemming,  backstitching,  overhanding,  etc.,  is  given. 
Other  work  which  trains  hand,  eye  and  mind  to  work  in  unison  is  employed 
in  all  grades.  Some  of  the  occupations  are  paper  folding,  cardboard  con- 
struction work,  weaving,  and  paper  cutting.  All  such  work  is  found  to  be 
advantageous  in  developing  carefulness,  neatness,  accuracy  and  attention, 
as  well  as  in  creating  a  general  interest  in  all  the  work  of  the  school.  Only 
one  period  per  day  can  be  given  to  these  various  lines,  which  are  generally 
considered  as  apart  from  the  regular  school  subjects,  yet  in  the  course  of  a 
year  much  may  be  accomplished. 

At  all  times  pupils  are  encouraged  to  keep  eyes,  ears  and  mind  open  and 
attuned  to  receive  the  lessons  of  beauty  and  utility  which  nature  herself  is 
ever  ready  to  give,  and  to  understand  that  the  "beautiful  is  as  useful  as  the 
useful  and  that  the  useful  is  as  beautiful  as  the  beautiful."  To  this  end, 
various  observations  and  records  concerning  the  manifestations  of  nature, 


The  Model  Rural  School.  69 

which  are  easily  ascertained  by  all,  are  made  from  time  to  time.  To  assist 
in  this  a  cabinet  is  maintained  which  contains  many  things  of  interest  from 
the  animal,  vegetable  and  mineral  kingdoms,  and  from  both  land  and  water. 
Pupils  make  frequent  additions  to  the  cabinet,  and  from  it  articles  are  often 
taken  to  enliven  some  recitation  or  to  illumine  some  topic. 

ELEMENTARY   AGRICULTURE. 

Elementary  agriculture  has  a  place  on  the  program  also,  and  is  a 
favorite  subject  with  all.  A  school  garden  gives  an  opportunity  to  put 
into  practice  some  of  the  theories  and  teachings  of  the  textbook.  No  mat- 
ter what  faults  the  Squeers  methods  possess,  Squeers  was  not  far  wrong 
in  his  theory  that  pupils  should  put  the  information  gained  into  practical 
use.     The  school  garden  gives  the  opportunity  to  do  this. 

"BUSY  WORK"   MATERIAL. 

One  feature  of  the  work  of  the  School  is  the  making  and  using  of  much 
"busy- work"  material.  This  is  kept  as  simple  as  possible,  much  of  it  be- 
ing "home-made,"  or  at  least  consisting  of  the  commonest  and  most  cheaply 
or  easily  obtainable  material,  in  order  that  it  may  be  within  the  possibility 
of  any  and  all  teachers  to  possess  or  make.  The  various  uses  of  such  ma- 
terials are  explained  in  order  that  it  be  made  evident  that  their  purpose  is 
not  only  to  "busy"  the  little  people  who  are  not  able  or  who  are  only  par- 
tially able  to  "study"  in  the  usual  acceptance  of  the  term,  but  that  it  is  to 
busy  them  to  some  purpose.  That  is,  its  object  is  to  emphasize  and  review 
some  lesson  previously  taught  or  to  prepare  the  way  for  some  lesson  which 
is  to  follow.  This  line  of  work  is  of  no  small  value  to  the  beginning  teacher, 
inasmuch  as  the  busy  child  is  usually  a  happy  and  a  good  one,  while  the  idle 
child  is  a  menace  to  the  good  of  the  school  and  to  the  teacher's  peace  of 
mind.  It  is  his  right  to  be  employed,  and  the  teacher  ought  to  be  able  to 
provide  for  such  employment.  This  the  Model  District  School  attempts  to 
help  him  to  do. 

PREPARATORY  AND  FIRST-YEAR  STUDENTS. 

All  preparatory  and  first-year  students  at  the  Normal  are  required  to 
observe  the  work  of  the  District  School  two  hours  per  week  for  twenty 
weeks.  Once  in  two  weeks  the  teacher  in  charge  holds  a  conference  with 
the  observers,  and  discusses  means,  methods,  plans  and  devices  for  further- 
ing the  work  and  overcoming  the  difficulties  ordinarily  found  in  the  one- 
teacher  school  of  many  grades.  Pedagogical  principles,  as  exemplified  in 
the  work,  are  discussed  and  emphasized  and  the  prospective  teacher  is  led 
to  understand  that  certain  things  are  not  done  just  because  they  happen  so, 
but  because  there  is  a  good  and  sufficient  reason  for  their  being  so. 

The  pupils  of  the  School  come  to  us  from  various  sources.  Some  are 
from  families  whose  homes  are  in  Hays;  some  from  families  who  have  come 
to  Hays  for  the  special  purpose  of  schooling  their  children;  some  others 
from  the  homes  of  tenants  on  the  "reservation,"  or  from  near-by  rural 
homes.  The  only  laws  governing  their  admission  are,  "first  come,  first 
served,"  and  no  pupils  who  have  first  entered  the  city  public  schocrl  are 
admitted  during  that  school  year. 

Not  less  than  twenty-five  nor  more  than  thirty-five  pupils  are  desired  at 
any  one  time.  Unlike  the  other  departments  of  the  School,  all-day  sessions 
are  maintained. 


70  Western  State  Normal  School. 

THE  PLAYGROUND. 

Finally,  the  playground  tries  to  present  some  features  not  commonly 
seen  on  rural-school  grounds,  but  which  might  and  should  be  oftener  seen. 
Among  these  are  a  swing,  a  merry-go-round  and  a  teeter-totter  board* 
Other  simple  articles  of  amusement  and  pleasure  are  contemplated. 

Plenty  of  healthful  and  wholesome  amusements  prevent  the  planning  of 
and  the  indulgence  in  mischief,  hence  the  presence  of  such  equipment  is 
conducive  of  good  and  worthy  of  consideration. 


INDEX. 

page 

■General  Information   21 — 25 

Credits  from  High  Schools 23 

Diplomas  and  Certificates 21 

Courses   of   Study 27—30 

Outlines  of  Instruction 31 — 70 

Agriculture 39 

Arts 31 

Biological  Sciences 36 

Commerce 46 

Correspondence  Department   64 

Geography 43 

History 44 

Language  54 

Library  Science   56 

Mathematics 58 

Model   Rural   School 68 

Music 57 

Pedagogy   51 

Physical  Science 37 

Physical  Training   60 

Speech  Arts    63 


